Identidad rural e identidad científica. Una intervención educativa en la España vaciada

  1. Muñoz Domínguez, Ana Isabel 1
  2. Toma, Radu Bogdan 2
  3. Martínez Hernández, Carlos
  4. Bermejo, Nadia
  5. Sánchez Gómez, Pedro J. 3
  1. 1 IES Vasco de la Zarza
  2. 2 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

  3. 3 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

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Revista:
Enseñanza de las ciencias: revista de investigación y experiencias didácticas

ISSN: 0212-4521,  2174-6486

Año de publicación: 2022

Volumen: 40

Número: 3

Páginas: 125-145

Tipo: Artículo

DOI: 10.5565/REV/ENSCIENCIAS.5693 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Enseñanza de las ciencias: revista de investigación y experiencias didácticas

Objetivos de desarrollo sostenible

Resumen

In this paper we present a study of the influence of an educational intervention about the rural exodus on the attitudes towards science of a group of students taking 4th year of ESO in the city of Ávila. The intervention was implemented simultaneously in the History classroom (rural migrations in the contemporary age) and in the Physics and Chemistry classroom (saponification reactions, as an example of the culture of utilisation that characterises traditional rural knowledge). The starting hypothesis is that, if we can speak of a rural identity, an activity such as the one we propose, in a context as close to the rural context as that of Avila, should lead to an increase in positive attitudes towards science. The results confirm this hypothesis and provide data for further work.

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Fuente de los datos: Dialnet