Preferencia por contenidos científicos de física o de biología en Educación Primariaun análisis clúster

Bibliographic References

• AAAS. (1993) Benchmarks for scientific literacy. Washington: American Association for the Advancement of Science.
• AGARD. (1996) Advisory Report 330: Anthropomorphic dummies for crash and escape system testing. Quebec: Canada Communication Group.
• Ajzen, I. (1991) The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211.
• Ajzen, I., Fishbein, M. (1980) Understanding attitudes and predicting social behavior. New Jersey: Prentice-Hill.
• Battaglia, O. R., Di Paola, B., Fazio, C. (2017) K-means clustering to study how student reasoning lines can be modified by a learning activity based on Feynman’s unifying approach. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 2005–2038. doi:10.12973/eurasia.2017.01211a
• Beede, D. N., Julian, T. A., Langdon, D., McKittrick, G., Khan, B., Doms, M. E. (2011) Women in STEM: A gender gap to innovation. Economics and Statistics Administration, 4–11. doi:10.2139/ssrn.1964782
• Berkhout, E., Sattinger, M., Theeuwes, J., Volkerink, M. (2012) Into the gap. Exploring skills and mismatches. Recuperado de: https://research.randstad.es/wp-content/uploads/2015/12/into-the-gap.pdf
• Blickenstaff, J. C. (2005) Women and science careers: Leaky pipeline or gender filter? Gender and Education, 17(4), 369–386. doi:10.1080/09540250500145072
• Booth, A., Cardona-Sosac, L., Nolen, P. (2014) Gender differences in risk aversion: Do single-sex environments affect their development. Journal of Economic Behavior and Organization, 99, 126–154.
• Bug, A. (2003) Has feminism changed physics. Signs, 28(3), 881–899. doi:0097-9740/2003/2803-0008
• Buser, T., Niederle, M., Oosterbeek, H. (2014) Gender, competitiveness, and career choices. The Quarterly Journal of Economics, 129, 1409–1447.
• Caleon, I. S., Subramaniam, R. (2008) Attitudes towards science of intellectually gifted and mainstream upper primary students in Singapore. Journal of Research in Science Teaching, 45(8), 940–954. doi:10.1002/tea.20250
• Collins, C., Kenway, K., McLeod, J. (2000) Factors influencing the educational performance of males and females in school and their initial destinations after leaving school. Recuperado de http://siandvasupport.sydneyinstitute.wikispaces.net/file/view/Factors+influsencing+the+performance+of+males+ and+females+in+school.pdf
• Conkey, M. W. (2003) Has feminism changed archaeology? Signs, 28(3), 867–880.
• Dasgupta, N. (2011) Ingroup experts and peers as social vaccines who inoculate the self-concept: The stereotype inoculation model. Psychological Inquiry, 22(3), 231–246.
• de Pro Bueno, A., Pérez Manzano, A. (2014) Actitudes de los alumnos de Primaria y Secundaria ante la visión dicotómica de la Ciencia. Enseñanza de Las Ciencias, 32(3), 111–132. doi:10.5565/rev/ensciencias.1015
• Deloitte. (2016) Women in STEM. Technology, career pathways and the gender pay gap. London: Deloitte.
• Demirel, M., Dagyar, M. (2016) Effects of problem-based learning on attitude: A meta-analysis study. Eurasia Journal of Mathematics, Science and Technology Education, 12(8), 2115–2137. doi:10.12973/eurasia.2016.1293a
• Denessen, E., Vos, N., Hasselman, F., Louws, M. (2015) The relationship between primary school teacher and student attitudes towards Science and Technology. Education Research International, 1–7. doi:10.1155/2015/534690
• DeWitt, J., Archer, L. (2015) Who aspires to a science career? A comparison of survey responses from primary and secondary school students. International Journal of Science Education, 37(13), 2170–2192. doi:09500693.2015.1071899
• Dickhauser, O., Meyer, U. (2006) Gender difference in young children’s math ability attributions. Psychological Science, 48(1), 3–16.
• Eagly, A. H., Mladinic, A. (1993) Are people prejudiced against women? Some answers from research on attitudes, gender stereotypes, and judgments of competence. European Review of Social Psychology, 5(1), 1–35.
• EC. (2004) Europe needs more scientists: Report by the high-level group on increasing human resources for Science and Technology. Brussels: European Commission.
• EC. (2013) Special eurobarometer 401: Responsible Research and Innovation (RRI), Science and Technology. Brussels: European Commission.
• Everitt, B. S., Landau, S., Leese, M., Stahl, D. (2011) Cluster Analysis. Chichester: John Wiley &; Sons, Ltd.
• Fazio, C., Battaglia, O. R., Di Paola, B. (2013) Investigating the quality of mental models deployed by undergraduate engineering students in creating explanations: the case of thermally activated phenomena. Physical Review Physics Education Research, 9(2), 1–21.
• Gardner, P. L. (1975) Attitudes to science: A Review. Studies in Science Education, 2, 1–41.
• George, R. (2006) A cross‐domain analysis of change in students’ attitudes toward science and attitudes about the utility of science. International Journal of Science Education, 28(6), 571–589. doi:10.1080/09500690500338755
• Gillies, R. M. (2003) Structuring cooperative group work in classrooms. International Journal of Educational Research, 39(1–2), 35–49. doi:10.1016/S0883-0355(03)00072-7
• Gunderson, E. A., Ramirez, G., Levine, S. C., Beilock, S. L. (2012) The role of parents and teachers in the development of gender-related math attitudes. Sex Roles, 66(3–4), 153–166. doi:10.1007/s11199-011-9996-2
• Hacieminoglu, E. (2016) Elementary school students’ attitude toward science and related variables. International Journal of Environmental and Science Education, 11(2), 35–52. doi:10.12973/ijese.2016.288a
• Heybach, J., Pickup, A. (2017) Whose STEM? Disrupting the gender crisis within STEM. Educational Studies, 53(6), 614–627. doi:10.1080/00131946.2017.1369085
• INE. (2017) Mujeres y hombres en España. Educación. Recuperado de https://goo.gl/RC2UKd
• Kennedy, J., Quinn, F., Taylor, N. (2016) The school science attitude survey: A new instrument for measuring attitudes towards school science. International Journal of Research y Method in Education, 39(4), 422–445. doi:10.1080/1743727X.2016.1160046
• Lindahl, B. (2007) Longitudinal study of students’ attitudes towards science and choice of career. En proceedings de 80th session of the International Conference of the National Association for Research in Science Teaching. New Orleans.
• Ley Orgánica para la Mejora de la Calidad Educativa (LOMCE) (Ley Orgánica 8/2013, 9 de diciembre). Boletín Oficial del Estado, núm. 295, 2013, 10 de diciembre. Referencia: BOE-A-2013-12886.
• Marbá-Tallada, A., Márquez Bargalló, C. (2010) ¿Qué opinan los estudiantes de las clases de ciencias? Un estudio transversal de sexto de primaria a cuarto de ESO. Enseñanza de las Ciencias, 28(1), 19–30.
• Marginson, S., Tytler, R., Freeman, B., Roberts, K. (2013) STEM: Country comparisons. International comparisons of science, technology, engineering and mathematics (STEM) education. Melbourne: Australian Council of Learned Academies.
• MECD. (2016) Datos y cifras del sistema universitario español. Curso 2015/2016. Secretaría General Técnica.
• Morrell, C., Parker. C. (2015) Solving the education equation: A new model for improving STEM workforce outcomes through academic equity. Recuperado de: www.napequity.org/solving-education-equation
• Newman, I., McNeil, K. (1998) Conducting survey research in the social sciences. New York: University Press of America.
• Niederle, M., Vesterlund, L. (2010) Explaining the gender gap in math test scores: The role of competition. Journal of Economic Perspectives, 24(2), 129–144. doi:10.1257/jep.24.2.129
• Nosek, B. A., Banaji, M. R., Greenwald, A. G. (2002) Harvesting implicit group attitudes and beliefs from a demonstration website. Group Dynamics: Theory, Research, and Practice, 6(1), 101–115.
• NRC. (2012) A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington: The National Academies Press.
• NSF. (2013) Women, minorities, and persons with disabilities in Science and Engineering. Washington: National Science Foundation.
• Nunnally, J. C., Bernstein, I. H. (1994) Psychometric theory. New York: McGraw-Hill.
• OECD. (2013) Education at a glance 2013: OECD indicators. Paris: OECD Publishing.
• OECD., UNESCO. (2003) Literacy skills for the world of tomorrow – Further results from PISA 2000. Paris: OECD.
• Osborne, J., Dillon, J. (2008) Science education in Europa. Critical reflections. London: Nuffield Foundation.
• Osborne, J., Simon, S., Collins, S. (2003) Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079. doi:10.1080/0950069032000032199
• Paciello, M., Ghezzi, V., Tramontano, C., Barbaranelli, C., Fida, R. (2016) Self-efficacy configurations and wellbeing in the academic context: A person-centered approach. Personality and Individual Differences, 99, 16–21. doi:10.1016/j.paid.2016.04.083
• Ramsden, J. M. (1998) Mission impossible? Can anything be done about attitudes to science? Interntional Journal of Science Education, 20, 125–137.
• Rapoport, B., Thibout, C. (2018) Why do boys and girls make different educational choices? The influence of expected earnings and test scores. Economics of Education Review, 62, 205–229. doi:10.1016/j.econedurev.2017.09.006
• Romero-Ariza, M. (2017) El aprendizaje por indagación: ¿existen suficientes evidencias sobres sus beneficios en la enseñanza de las ciencias? Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 14(2), 286–299.
• Schiebinger, L. (2003) Introduction: Feminism inside the sciences. Signs, 28(3), 859–866.
• Schiebinger, L., Klinge, I., Sánchez de Madariaga, I., Paik, H. Y., Schraudner, M., Stefanick, M. (2011) Gendered innovations in science, Health y medicine, engineering and environment. Recuperado de http://genderedinnovations.stanford.edu/index.html
• Schroeder, C. M., Scott, T. P., Tolson, H., Huang, T.-Y., Lee, Y.-H. (2007) A Meta-Analysis of national research: Effects of teaching strategies on student achievement in science in the United States. Journal of Research in Science Teaching, 44(10), 1436–1460. doi:10.1002/tea
• Schwarz, G. E. (1978) Estimating the dimension of a model. Annals of Statistics, 6(2), 461–464.
• Sikora, J., Pokropek, A. (2012) Gender segregation of adolescent science career plans in 50 countries. Science Education, 96(2), 234–264. doi:10.1002/sce.20479
• Struyf, A., Hubert, M., Rousseeuw, P. J. (1997) Integrating robust clustering techniques in S-PLUS. Computational Statistics & Data Analysis, 26, 17–37. doi:10.1016/S0167-9473(97)00020-0
• Toma, R. B., Greca, I. M. (2018) The effect of integrative STEM instruction on elementary students’ attitudes toward Science. EURASIA Journal of Mathematics, Science and Technology Education, 14(4), 1383–1395. doi:10.29333/ejmste/83676
• Toma, R. B., Meneses Villagrá, J. A. (en prensa) Validation of the Spanish single-item School Science Attitude Survey (S-SSAS) for elementary education. PLOS ONE.
• UNESCO. (2017) Cracking the code: Girls’ and women’s education in science, technology, engineering and mathematics (STEM). París: United Nations Educational, Scientific and Cultural Organization. Recuperado de: http://unesdoc.unesco.org/images/0025/002534/253479e.pdf
• Vázquez, A., Manassero, M. A. (2008) El declive de las actitudes hacia la ciencia de los estudiantes: un indicador inquietante para la educación científica. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 5(3), 274–292.
• Weiss, H., Songer, T., Fabio, A. (2001) Fetal deaths related to maternal injury. Journal of the American Medical Association, 15, 1863–1868.