¿Qué ciencia ciudadana se está haciendo en contexto escolar? Una herramienta para su evaluación

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DOI

https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2024.v21.i2.2103

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Fundamentos y líneas de trabajo
2103
Publicado: 18-06-2024
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Resumen

Las iniciativas de ciencia ciudadana, donde la población no profesional contribuye al desarrollo de la ciencia, ha ido en aumento en los últimos años, entrando también en las aulas de escuelas e institutos. Esta colaboración no está exenta de retos, puesto que a menudo los objetivos de la ciencia profesional no están alineados con los objetivos educativos. En este artículo se investiga cuál es la calidad de las iniciativas que se han llevado a cabo en contexto escolar. Para ello se ha elaborado una herramienta que pretende caracterizar y valorar las dimensiones clave identificadas. Esta se ha aplicado a un conjunto de 46 iniciativas seleccionadas a partir de una revisión sistemática de la literatura. El análisis nos permite apuntar algunas reflexiones sobre cuál es la calidad y qué aspectos se deberían tener en cuenta para su diseño en las aulas escolares.

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Agencias de apoyo  

Esta investigación se ha llevado a cabo en el Programa de Doctorado de la Universitat Autònoma de Barcelona y financiada por el Ministerio de Ciencia e Innovación bajo el proyecto ESPIGA (PGC2018-096581-B-C21) y el grupo ACELEC (2021 SGR 00647). C.S. recibe el apoyo de un contrato predoctoral financiado por el Ministerio de Ciencia e Innovación (PRE2019-087419).

Citas

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