Actitud hacia la ciencia en alumnos ecuatorianos de Educación Básica Superior y Bachillerato
Abstract
La educación STEM (Science, Technology, Engineering and Mathematics) ha tenido un progresivo crecimiento en una sociedad digital que requiere fuerza laboral con marcadas habilidades tecnológicas y científicas. Este estudio, con enfoque cuantitativo, tiene como objetivo analizar la actitud ante la ciencia y los factores que intervienen en la actitud STEM en estudiantes de Educación Básica Superior y Bachillerato ecuatorianos. De una población de 260 estudiantes se extrajo una muestra no probabilística de 136 estudiantes entre 11 y 18 años, voluntarios para responder el cuestionario SSAQ que analiza edad, género y tipo de escuela como factores asociados a la actitud. Los resultados muestran que la dimensión Disfrute del aprendizaje de la ciencia tiene media de 3.525 y desviación estándar de 0.503, seguida de la Importancia dada a la ciencia, cuya media es 3.265 y desviación estándar 0.694. Respecto a los factores asociados, la edad, calculada con coeficiente Rho de Spearman (Rho = -0.345. Sig.- 0.345; p < 0.01) evidencia una relación inversa. En conclusión, existe una actitud positiva hacia la ciencia en los estudiantes analizados, lo que resulta favorable en función de poder impulsar la educación en ciencias como una necesidad apremiante en la formación de las nuevas generaciones.
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References
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Casimiro-Dionicio, R., Marquina-Luján, R., Ancaya-Martínez, M. D. C. E., y Palomino, M. R. (2024). Actitudes hacia los roles de género en la elección de carreras STEM: Evaluación del Modelo Socio Cognitivo. Revista de Ciencias Sociales (Ve), XXX(4), 401-415. https://doi.org/10.31876/rcs.v30i4.43039
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Duraković, A. (2020). A research of middle school students’ attitudes towards stem education in terms of some variables: Which variables had the greatest impact on attitudes? International Online Journal of Education and Teaching, 9(2), 1032-1046.
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Göktepe, S., y Göktepe, S. (2024). Using artificial intelligence to predict students’ STEM attitudes: An adaptive neural-network-based fuzzy logic model. International Journal of Science Education, 46(10), 1001-1026. https://doi.org/10.1080/09500693.2023.2269291
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Hanson, L. M., Westerlund, J. F., y Vaughan, P. W. (2020). Gender differences in student attitudes towards science in secondary school classrooms with and without NSF GK-12 resident scientists. Electronic Journal for Research in Science & Mathematics Education, 24(4), 50-68. https://ejrsme.icrsme.com/article/view/20033
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Hoegh, A., y Moskal, B. M. (2009). Examining science and engineering students’ attitudes toward computer science. 39th IEEE Frontiers in Education Conference, San Antonio, TX, USA, (pp. 1-6). https://doi.org/10.1109/FIE.2009.5350836
Jenkins, E. W., y Nelson, N. W. (2005). Important but not for me: Students’ attitudes towards secondary school science in England. Research in Science & Technological Education, 23(1), 41-57. https://doi.org/10.1080/02635140500068435
Kartal, B., y Taşdemir, A. (2021). Pre-Service Teachers’ Attitudes towards STEM: Differences based on multiple variables and the relationship with academic achievement. International Journal of Technology in Education, 4(2), 200-228. https://doi.org/10.46328/IJTE.58
Mao, P., Cai, Z., He, J., Chen, X., y Fan, X. (2021). The relationship between attitude toward science and academic achievement in science: A three-level meta-analysis. Frontiers in Psychology, 12, 784068. https://doi.org/10.3389/FPSYG.2021.784068
Maric, D., Fore, G. A., Nyarko, S. C., y Varma-Nelson, P. (2023). REVIEW Open Access International Journal of STEM Education Measurement in STEM education research: A systematic literature review of trends in the psychometric evidence of scales. International Journal of STEM Education, 10, 39. https://doi.org/10.1186/s40594-023-00430-x
Martynenko, O. O., Pashanova, O. V., Korzhuev, A. V., Prokopyev, A. I., Sokolova, N. L., y Sokolova, E. G. (2023). Exploring attitudes towards STEM education: A global analysis of university, middle school, and elementary school perspectives. Eurasia Journal of Mathematics, Science and Technology Education, 19(3), em2234. https://doi.org/10.29333/EJMSTE/12968
McCormick, M., Bielefeldt, A. R., Swan, C. W., y Paterson, K. G. (2015). Assessing students’ motivation to engage in sustainable engineering. International Journal of Sustainability in Higher Education, 16(2), 136-154. https://doi.org/10.1108/IJSHE-06-2013-0054
Michael, K. Y., y Alsup, P. R. (2016). Differences between the sexes among protestant christian middle school students and their attitudes toward Science, Technology, Engineering and Math (STEM). Journal of Research on Christian Education, 25(2), 147-168. https://doi.org/10.1080/10656219.2016.1191396
Musalamani, W., Yasin, R. M., y Osman, K. (2021). Comparison of school based-cooperative problem based learning (Sb-cpbl) and conventional teaching on students’ attitudes towards science. Journal of Baltic Science Education, 20(2), 261-276. https://doi.org/10.33225/JBSE/21.20.261
Ogegbo, A. A., y Aina, A. Y. (2024). Exploring young students’ attitude towards coding and its relationship with STEM career interest. Education and Information Technologies, 29(8), 9041-9059. https://doi.org/10.1007/S10639-023-12133-5
Osborne, J., Simon, S., y Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079. https://doi.org/10.1080/0950069032000032199
Perdana, R., Apriani, A.-N., Richardo, R., Rochaendi, E., y Kusuma, C. (2021). Elementary students’ attitudes towards STEM and 21st-century skills. International Journal of Evaluation and Research in Education (IJERE), 10(3), 1080-1088. https://doi.org/10.11591/IJERE.V10I3.21389
Punzalan, C. H. (2022). STEM Interests and Future Career Perspectives of Junior High School Students: A Gender Study. International Journal of Research in Education and Science, 8(1), 93-102. https://doi.org/10.46328/IJRES.2537
Ramírez, A. G., Rodríguez, E. N., Pirela, A. A., y Castillo, I. C. (2021). Habilidades digitales e interés por estudiar en la modalidad E-Learning en estudiantes de Bachillerato. Revista de Ciencias Sociales (Ve), XXVII(4), 30-48. https://doi.org/10.31876/rcs.v27i4.37232
Ruiz-Ruiz, M. F., Noriega-Aranibar, M. T., y Pease-Dreibelbis, M. A. (2021). Brecha de género en la graduación de ingenieras industriales peruanas. Revista de Ciencias Sociales (Ve), XXVII(4), 241-360. https://doi.org/10.31876/rcs.v27i4.37277
Speering, W., y Rennie, L. (1996). Students’ perceptions about science: The impact of transition from primary to secondary school. Research in Science Education, 26(3), 283-298. https://doi.org/10.1007/BF02356940
Thibaut, L., Knipprath, H., Dehaene, W., y Depaepe, F. (2019). Teachers’ Attitudes Toward Teaching Integrated STEM: The impact of personal background characteristics and school context. International Journal of Science and Mathematics Education, 17(5), 987-1007. https://doi.org/10.1007/S10763-018-9898-7
UNESCO (2017). Cracking the Code: Girls’ Education in Science, Technology, Engineering and Mathematics (STEM). UNESCO International Symposium and Policy Forum, Bangkok. https://unesdoc.unesco.org/ark:/48223/pf0000260079
UNESCO (March 15, 2018). Digital skills critical for jobs and social inclusion. Unesco. https://www.unesco.org/en/articles/digital-skills-critical-jobs-and-social-inclusion
Widya, Rifandi, R., y Rahmi, Y. L. (2019). STEM education to fulfil the 21st century demand: A literature review. Journal of Physics: Conference Series, 1317(1), 012208. https://doi.org/10.1088/1742-6596/1317/1/012208
World Economic Forum - WEF (2023). The Future of Jobs Report 2023. WEF. https://www.weforum.org/publications/the-future-of-jobs-report-2023/
Xu, X., y Lewis, J. E. (2011). Refinement of a Chemistry Attitude Measure for College Students. Journal of Chemical Education, 88(5), 561-568. https://doi.org/10.1021/ed900071q
Zhao, J., Wijaya, T. T., Mailizar, M., y Habibi, A. (2022). Factors influencing student satisfaction toward STEM education: Exploratory study using structural equation modeling. Applied Sciences, 12(19), 9717. https://doi.org/10.3390/APP12199717
Zhou, S.-N., Zeng, H., Xu, S.-R., Chen, L.-C., y Xiao, H. (2019). Exploring changes in primary students’ attitudes towards science, technology, engineering and mathematics (STEM) across genders and grade levels. Journal of Baltic Science Education, 18(3), 466-480. https://doi.org/10.33225/JBSE/19.18.466
Altakahyneh, B. H., y Abumusa, M. (2020). Attitudes of university students towards STEM approach. International Journal of Technology in Education, 3(1), 39-48. https://doi.org/10.46328/IJTE.V3I1.16
Anastasiadis, L., y Zirinoglou, P. (2022). Evaluating students’ attitudes toward STEM education: The case of greek pre-service teachers. International Journal of Education and Social Science, 9(4), 35-53.
Aurah, C. (2017). Investigating the relationship between science self-efficacy beliefs, gender, and academic achievement, among high school students in Kenya. Journal of Education and Practice, 8(8), 146-153. https://www.iiste.org/Journals/index.php/JEP/article/view/36044
Barak, M., Ashkar, T., y Dori, Y. J. (2011). Learning science via animated movies: Its effect on students’ thinking and motivation. Computers & Education, 56(3), 839-846. https://doi.org/10.1016/J.COMPEDU.2010.10.025
Baran, E., Canbazoğlu, S., Mesutoglu, C., y Ocak, C. (2019). The impact of an out-of-school STEM education program on students’ attitudes toward STEM and STEM careers. School Science and Mathematics, 119(4), 223-235. https://doi.org/10.1111/SSM.12330
Boeve-de Pauw, J., Ardies, J., Hens, K., Wullemen, A., Van de Vyver, Y., Rydant, T., De Spiegeleer, L., y Verbraeken, H. (2022). Short and long term impact of a high-tech STEM intervention on pupils’ attitudes towards technology. International Journal of Technology and Design Education, 32(2), 825-843. https://doi.org/10.1007/s10798-020-09627-5
Cashin, S. E., y Elmore, P. B. (2005). The Survey of Attitudes Toward Statistics Scale: A construct validity study. Educational and Psychological Measurement, 65(3), 509-524. https://doi.org/10.1177/0013164404272488
Casimiro-Dionicio, R., Marquina-Luján, R., Ancaya-Martínez, M. D. C. E., y Palomino, M. R. (2024). Actitudes hacia los roles de género en la elección de carreras STEM: Evaluación del Modelo Socio Cognitivo. Revista de Ciencias Sociales (Ve), XXX(4), 401-415. https://doi.org/10.31876/rcs.v30i4.43039
Cheng, M.-F., Lo, Y.-H., y Cheng, C.-H. (2024). The impact of STEM curriculum on students’ engineering design abilities and attitudes toward STEM. International Journal of Technology and Design Education, 34, 1805-1833. https://doi.org/10.1007/s10798-024-09883-9
Duraković, A. (2020). A research of middle school students’ attitudes towards stem education in terms of some variables: Which variables had the greatest impact on attitudes? International Online Journal of Education and Teaching, 9(2), 1032-1046.
Gao, X., Li, P., Shen, J., y Sun, H. (2020). Reviewing assessment of student learning in interdisciplinary STEM education. International Journal of STEM Education, 7(1), 24. https://doi.org/10.1186/s40594-020-00225-4
Gok, T. (2021). The Determination of High School Students’ Attitudes Towards STEM. MIER Journal of Educational Studies Trends and Practices, 11(1), 137-159. https://doi.org/10.52634/MIER/2021/V11/I1/1755
Göktepe, S., y Göktepe, S. (2024). Using artificial intelligence to predict students’ STEM attitudes: An adaptive neural-network-based fuzzy logic model. International Journal of Science Education, 46(10), 1001-1026. https://doi.org/10.1080/09500693.2023.2269291
Hackman, S. T., Zhang, D., y He, J. (2021). Secondary school science teachers’ attitudes towards STEM education in Liberia. International Journal of Science Education, 43(2), 223-246. https://doi.org/10.1080/09500693.2020.1864837
Hanson, L. M., Westerlund, J. F., y Vaughan, P. W. (2020). Gender differences in student attitudes towards science in secondary school classrooms with and without NSF GK-12 resident scientists. Electronic Journal for Research in Science & Mathematics Education, 24(4), 50-68. https://ejrsme.icrsme.com/article/view/20033
Hernández-Sampieri, R., y Mendoza, C (2018). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta. McGraw-Hill Education,
Hiwatig, B. M. R., Roehrig, G. H., y Rouleau, M. D. (2024). Unpacking the nuances: An exploratory multilevel analysis on the operationalization of integrated STEM education and student attitudinal change. Disciplinary and Interdisciplinary Science Education Research, 6, 18. https://doi.org/https://doi.org/10.1186/s43031-024-00108-6
Hoegh, A., y Moskal, B. M. (2009). Examining science and engineering students’ attitudes toward computer science. 39th IEEE Frontiers in Education Conference, San Antonio, TX, USA, (pp. 1-6). https://doi.org/10.1109/FIE.2009.5350836
Jenkins, E. W., y Nelson, N. W. (2005). Important but not for me: Students’ attitudes towards secondary school science in England. Research in Science & Technological Education, 23(1), 41-57. https://doi.org/10.1080/02635140500068435
Kartal, B., y Taşdemir, A. (2021). Pre-Service Teachers’ Attitudes towards STEM: Differences based on multiple variables and the relationship with academic achievement. International Journal of Technology in Education, 4(2), 200-228. https://doi.org/10.46328/IJTE.58
Mao, P., Cai, Z., He, J., Chen, X., y Fan, X. (2021). The relationship between attitude toward science and academic achievement in science: A three-level meta-analysis. Frontiers in Psychology, 12, 784068. https://doi.org/10.3389/FPSYG.2021.784068
Maric, D., Fore, G. A., Nyarko, S. C., y Varma-Nelson, P. (2023). REVIEW Open Access International Journal of STEM Education Measurement in STEM education research: A systematic literature review of trends in the psychometric evidence of scales. International Journal of STEM Education, 10, 39. https://doi.org/10.1186/s40594-023-00430-x
Martynenko, O. O., Pashanova, O. V., Korzhuev, A. V., Prokopyev, A. I., Sokolova, N. L., y Sokolova, E. G. (2023). Exploring attitudes towards STEM education: A global analysis of university, middle school, and elementary school perspectives. Eurasia Journal of Mathematics, Science and Technology Education, 19(3), em2234. https://doi.org/10.29333/EJMSTE/12968
McCormick, M., Bielefeldt, A. R., Swan, C. W., y Paterson, K. G. (2015). Assessing students’ motivation to engage in sustainable engineering. International Journal of Sustainability in Higher Education, 16(2), 136-154. https://doi.org/10.1108/IJSHE-06-2013-0054
Michael, K. Y., y Alsup, P. R. (2016). Differences between the sexes among protestant christian middle school students and their attitudes toward Science, Technology, Engineering and Math (STEM). Journal of Research on Christian Education, 25(2), 147-168. https://doi.org/10.1080/10656219.2016.1191396
Musalamani, W., Yasin, R. M., y Osman, K. (2021). Comparison of school based-cooperative problem based learning (Sb-cpbl) and conventional teaching on students’ attitudes towards science. Journal of Baltic Science Education, 20(2), 261-276. https://doi.org/10.33225/JBSE/21.20.261
Ogegbo, A. A., y Aina, A. Y. (2024). Exploring young students’ attitude towards coding and its relationship with STEM career interest. Education and Information Technologies, 29(8), 9041-9059. https://doi.org/10.1007/S10639-023-12133-5
Osborne, J., Simon, S., y Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079. https://doi.org/10.1080/0950069032000032199
Perdana, R., Apriani, A.-N., Richardo, R., Rochaendi, E., y Kusuma, C. (2021). Elementary students’ attitudes towards STEM and 21st-century skills. International Journal of Evaluation and Research in Education (IJERE), 10(3), 1080-1088. https://doi.org/10.11591/IJERE.V10I3.21389
Punzalan, C. H. (2022). STEM Interests and Future Career Perspectives of Junior High School Students: A Gender Study. International Journal of Research in Education and Science, 8(1), 93-102. https://doi.org/10.46328/IJRES.2537
Ramírez, A. G., Rodríguez, E. N., Pirela, A. A., y Castillo, I. C. (2021). Habilidades digitales e interés por estudiar en la modalidad E-Learning en estudiantes de Bachillerato. Revista de Ciencias Sociales (Ve), XXVII(4), 30-48. https://doi.org/10.31876/rcs.v27i4.37232
Ruiz-Ruiz, M. F., Noriega-Aranibar, M. T., y Pease-Dreibelbis, M. A. (2021). Brecha de género en la graduación de ingenieras industriales peruanas. Revista de Ciencias Sociales (Ve), XXVII(4), 241-360. https://doi.org/10.31876/rcs.v27i4.37277
Speering, W., y Rennie, L. (1996). Students’ perceptions about science: The impact of transition from primary to secondary school. Research in Science Education, 26(3), 283-298. https://doi.org/10.1007/BF02356940
Thibaut, L., Knipprath, H., Dehaene, W., y Depaepe, F. (2019). Teachers’ Attitudes Toward Teaching Integrated STEM: The impact of personal background characteristics and school context. International Journal of Science and Mathematics Education, 17(5), 987-1007. https://doi.org/10.1007/S10763-018-9898-7
UNESCO (2017). Cracking the Code: Girls’ Education in Science, Technology, Engineering and Mathematics (STEM). UNESCO International Symposium and Policy Forum, Bangkok. https://unesdoc.unesco.org/ark:/48223/pf0000260079
UNESCO (March 15, 2018). Digital skills critical for jobs and social inclusion. Unesco. https://www.unesco.org/en/articles/digital-skills-critical-jobs-and-social-inclusion
Widya, Rifandi, R., y Rahmi, Y. L. (2019). STEM education to fulfil the 21st century demand: A literature review. Journal of Physics: Conference Series, 1317(1), 012208. https://doi.org/10.1088/1742-6596/1317/1/012208
World Economic Forum - WEF (2023). The Future of Jobs Report 2023. WEF. https://www.weforum.org/publications/the-future-of-jobs-report-2023/
Xu, X., y Lewis, J. E. (2011). Refinement of a Chemistry Attitude Measure for College Students. Journal of Chemical Education, 88(5), 561-568. https://doi.org/10.1021/ed900071q
Zhao, J., Wijaya, T. T., Mailizar, M., y Habibi, A. (2022). Factors influencing student satisfaction toward STEM education: Exploratory study using structural equation modeling. Applied Sciences, 12(19), 9717. https://doi.org/10.3390/APP12199717
Zhou, S.-N., Zeng, H., Xu, S.-R., Chen, L.-C., y Xiao, H. (2019). Exploring changes in primary students’ attitudes towards science, technology, engineering and mathematics (STEM) across genders and grade levels. Journal of Baltic Science Education, 18(3), 466-480. https://doi.org/10.33225/JBSE/19.18.466
Published
2025-10-09
How to Cite
Henríquez-Coronel, P., Henríquez-Coronel, M. A., & Trampuz-Reyes, J. P. (2025). Actitud hacia la ciencia en alumnos ecuatorianos de Educación Básica Superior y Bachillerato. Revista De Ciencias Sociales, 31, 541-555. https://doi.org/10.31876/rcs.v31i.44584
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