Relações no ensino médio entre crenças científicas e disposições de pensamento crítico, nível acadêmico e gênero
Palavras-chave:
Creencias sobre ciencia, Pensamiento crítico, . Nivel académico, Enseñanza secundaria, GéneroResumo
O objetivo deste estudo foi investigar a possível influência da disposição para o pensamento crítico, o nível de educação acadêmica e gênero (variáveis independentes) sobre o nível de qualidade das crenças científicas dos estudantes do ensino médio (variável dependente). Um total de 141 alunos do ensino médio espanhol, 75 meninos e 66 meninas da 8ª, 9ª e da 11ª séries, participaram. Todos eles foram administrados dois questionários, um de crenças sobre a ciência e outro de disposição para o pensamento crítico. Da matriz de correlação produto-momento de Pearson entre as variáveis e a análise regressiva passo-a-passo realizada, foram tiradas as seguintes conclusões: 1) a formação acadêmica recebida e o gênero parecem ter um peso insignificante nas crenças sobre ciência; e 2) a disposição para o pensamento crítico (ou seja, o uso potencial das habilidades de pensamento crítico) mostra uma contribuição significativa para essas crenças.
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