See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/327824809

Technology in Ecuadorian high schools students: Perception, access and usage

Article · September 2018

CITATIONS READS

0 10

1 author:

Ronnie Salazar Jaramillo

Universidad Virtual de Quilmes
21 PUBLICATIONS   3 CITATIONS   

SEE PROFILE

Some of the authors of this publication are also working on these related projects:

Perception de la science et de la technologie collégiens professions Guayaquil View project

All content following this page was uploaded by Ronnie Salazar Jaramillo on 22 September 2018.

The user has requested enhancement of the downloaded file.

Technology in Ecuadorian high schools students… Ronnie Salazar Jaramillo

Technology in Ecuadorian high schools students:

Perception, access and usage

Ronnie Salazar Jaramillo 1

rsalazar3@uvq.edu.ar
Guayaquil, September 22nd, 2018

Abstract
The present article shows the way a group of high schools students from Guayaquil is related to
technological issues, as well as how they access and use technology. Within Social Studies of Science
and Technology, in this way, public and private high schools students, whose ages range from 11 to 15
years old, were surveyed by means of a self-administered questionnaire with 40 items. So, one of the
conclusions is such a relationship is mostly favorable. Likewise, other questions will be answered, such
as What could the possible implications of such a relationship be for educational institutions?
Key words: Perception of technology, professions, Guayaquil, high school students, STS.

Introduction
The present article shows the way a group of high schools students from Guayaquil 2 is related to
technological issues, as well as how they access and use technology. In this sense, the results here
presented are part of a wider study carried out, namely ‘La percepción de la ciencia y la tecnología en
estudiantes de colegios guayaquileños’ (Salazar, 2015). 3
One of environments, thus, where teenagers have the chance of relating to technological issues
is the educational one, particularly, in this case, the Ecuadorian General Basic Education context 4. But,
Why may a study of relationship between high schools students and technological issues be carried out?
It may be carried out due to various motives. For example, education institutions from any
country could be interested in knowing the level in what students are interested in creating national
technology so that such institutions can take effective actions so as to encourage such an interest, since
the first levels of education insofar as it is possible (Polino, 2014). 5 In this way, Polino (2014) suggests
that an inadequate learning envirornment (such as non-proper contents and a dificult learning of
science subjects) would not favor to encourage the linkage between students and scientific and
technological careers.
In this sense, the research works that contribute the understanding of relationship between high
school students and technological issues may be carried out, within Social Studies of Science and
Technology, from perspective namely Public Understanding of Science or also known either Social
Percepction of Science and Technology or Science in Society. For example, these studies have carried

1Master of Science, Technology and Society, National University of Quilmes, Buenos Aires-Argentina.
2At best, the conclusions here presented may be generalized to all the high schools students of Guayaquil who share similar
characteristics with the surveyable students of the present study.
3One study would only have done on Ecuadorian adults before, namely Informe Final: Percepción Pública de la Ciencia y

Tecnología en el Ecuador (Núñez et al., 2006).

4There are three levels of education before Higher education in Ecuador: Initial Education, General Basic Education and

Baccalaureate. For instance, General Basic Education comprises 10 years of studies.

5However, it should be embraced young persons could make a change related to their professional expectations over time,

since persons may make a change in their lives, in a specific historical- sociocultural context, due to different reasons, such
as labor organizations´ influence on them (Sánchez, 2004).
1
Technology in Ecuadorian high schools students… Ronnie Salazar Jaramillo

out on public in general and on specific publics, such as students in question. Likewise, they have
carried out by means of quantitative, qualitative and mixed approaches. 6
Two theoretical models, in this sense, have been proposed by studies above cited, which may
contribute to the understanding of relationship between a society and scientific and technological
issues: the ‘deficit’ and ‘contextual’ models. The contextual model is of particular interest here. Its core
supposition, from a qualitative-ethnographic-constructivist approach, is that ‘knowledge is created,
considered and valued by a lay public 7 as a result of interacting with a specific social group, of solving
daily problems in a specific historical-sociocultural setting, and of such public´s pre-conceptions and
pre-experiences (Michael, 1996; Irwin and Wynne, 1996) 8. 9 The present study, in this way, carried out
within Social Studies of Science and Technology.
So, the paper proceeds as follow. Sections I, II and III show the research design, results and
discussion as well as conclusions and implications.

Research design
The present study, in this fashion, is mostly a descriptive and quantitative work. Data were only once
collected by means of surveys (De Vaus, 2002). There was a main objective and, besides, concrete eight
ones were formulated, such as ‘to identify the most used students´ sources of information so as to
know scientific and technological issues’ (Salazar, 2017a). 13 auxiliary objectives were also comprised,
such as ‘to know who more influence on students´ professional expectations’. Likewise, three
hypothesis were tested, such as ‘the students´gender is retated to their interest in going to university’.
188 students´ validated questionnaires were gotten for making the data analysis. These students
are described as from 9th and 10th grades of General Basic Education 10, from public and private
schools 11, neither religiuos schools or military ones, from on-campus studies systems, their ages range
from 11 to 15 years old (Mean: 13.3; SD: 0.8), from femenine and masculine genders, from morning and
afternoon studies schedules, and from high schools situated at North urban sector of Guayaquil.
The surveys were carried out on May and June, 2012, as well as the questionnaires were
answered by respondents in an average 25 minutes. The high schools and students participated in the
presente study in a voluntary way and due to their time availability. By the way, such participation was
characterized by being anonym and confidential.
The students´ opinions, emotions and positions related to scientific and technological issues
were collected by means of a self-administered questionnaire. This questionnaire comprised 40
questions, such as open-ended ones and closed ones 12, as well as assertions 13. For instance, a closed-
ended question was ‘Where do students have more access to internet from?’.

6To know in an exhaustive way on Studies of Public Understnading of Science, see the following works: Michael, 1996;
Irwin and Wynne, 1996; Wynne, 1996; Albornoz et al., 2003; European Commission, 2005; FECYT, 2005; Knobel et al.,
2011; National Science Board, 2014; Kent and Towse, 1997; Jenkins, 2006; Pérez et al., 2008; Márquez and Tirado, 2009;
Leyton et al., 2010; Bauer, 2008; Chen and Deng, 2007; among others.
7‘Lay public’ may be defined as people, other scientists included, who are not experts in a specific field of study (Burns et al.,

2003).
8The suppositions of contextual model (Cortassa, 2012) were re-defined so as to use them in discussion of data analyzed,

since such a model has been proposed from a qualitative perspective. For instance, one of suppositions re-defined would be
that perception of science and technology in a particular lay public is constructed and accepted in a concrete manner. In this sense, such perception is
created, used and valued as a result of a social interaction, of solving daily problems in a specific historical-sociocultural setting, of such public´s pre-
conceptions and pre-experiences’ and of the grade of trust as well as credibility gotten by sources, and gobetweens, of scientific and technological
informarion from such public. This would in turn determine a particular perception of science and technology in such public.
9Another supposition, likewise, was used in order to discuss data analyzed. In this way, it embraces perception of scientific

and technological issues would be characterized by ambivalence. In other words, the position of such perception would be a
continuum that range from a positive position to a negative one (Wynne, 1992; Blanco and Iranzo, 2000; Torres, 2005).
10They were selected due to they study the same subjects until 9th and 10th grades.
11The public high schools are supported by national government funding and private ones are supported by private

investment.
12In general, the answer ‘Do not Know’ was included in closed-ended questions so that answers may get more validity

(Tirado and Backhoff, 1999).

2
Technology in Ecuadorian high schools students… Ronnie Salazar Jaramillo

Whilst, Data analysis was carried out by statistical software, such as SPSS 15.0 (SPSS Inc., 2006).
Central tendency measures, tables and bar graphs were also used for the same objetive (Hernández et
al., 1991). And, besides, the hypothesis and relationships between categorical variables were tested by
Chi-Square test with a significance level of 0.05 (Díaz and Morales, 2009). 14
Likewise, the similar answers of open-end questions were categorized. To that end, they were
assigned a name, using relative frequency, as well as answers that showed scarce frequency were
categorized as Others (Hernández et al., 1991).

Results and discussion

Perception of technology
First of all, in this sense, data analized show that the relationship between the surveyable students and
thechnological issues is mostly favorably, since there is an important level of evidence for such an affirmation.
For instance, 59.6% of students in question said that there is not anything of technology at all they
dislike 15 and, besides, 42.0% of respondents is interested in knowing the manner tecnology is created
(Salazar, 2015). In this similar way, the most interesting theme to students is technology (see Table 1).

Table 1: The themes students are interested in knowing more.

Mentioned Gender
Themes*
frequency % Feminine Masculine
Technology 58.5 57.4 59.8
Sports 46.8 32.7 63.2
Cinema and spectacle 42.0 50.5 32.2
Art and culture 33.0 40.6 24.1
Science 25.5 22.8 28.7
Medicine, health and alimentation 22.9 24.8 20.7
Environment and ecology 17.6 19.8 14.9
Education 11.2 9.9 12.6
Astrology 10.1 8.9 11.5
Politics 8.0 5.0 11.5
Economy 6.9 5.0 9.2
Others 8.0 9.9 5.7
Do not know 0.0 0.0 0.0
*The surveyable students could choose 3 answers as maximum.

In this way, there is a posible explication for such an assertion, this is, the relationship that
occurs between the respondents and thechnological issues may be explained due to surveyable students
may hold a strong interaction with tecgnology 16, at least about consumption of technology. In turn,
13Perception in general of science and technology in high schools students from Guayaquil was explored by a set of
assertions related to thier respective dimensions and indicators (Salazar, 2017a) which were gotten, and some of them
adapted, from studies carried out on Social perception of science and technolgy mentioned in the Introduction section.
14Some variables were recoded for testing the relationships proposed statistically. In this way, Cramer´s V coefficient (Díaz

and Morales, 2009) was used for computing the effec size of such relationships and using also confidence intervals with 5%
of error (Ellis, 2010).
1522.3% of respondents showed that there is something of technology they dislike, whilst 18.1% of surveyable students

pointed out that they do not know whether there is something of technology they dislike (Salazar, 2015).
16Technology and society are not embraced as separate entities, but as entities which are intertwined and are built mutually.

In other words, technology is socially constructed and society is technologically constructed (Bijker, 1995).
3
Technology in Ecuadorian high schools students… Ronnie Salazar Jaramillo

such an interaction do not just happen in the eduactional context, but also in other daily environments,
such as home. For example, 100% of surveyable high schools showed that they have computing
laboratories and, besides, 75.0% of such high schools have languages laboratories (Salazar, 2015). In
this same way, 95.0% of respondents embraces science and technology are interesting (Salazar, 2017b).
The position, in this sense, of perception in general of technology in respondents may be in
concordance with other students´ positions from various Ibero-American cities (Albornoz, 2011). For
instance, high school students in general (86.3%) of Santiago de Chile show that science and technology
bring A great deal/Quite a bit benefits (Leyton et al., 2010). Thus, such concordance could favor the
following assertion: The perception in general of technology in Ibero-American secondary students would generally be
mostly optimistic.
It may be taken account of, nevertheless, in spite of the positions of perceptions of techology in
students from cities above cited would be similar to each other, such positions were constructed under
certain conditions. And these conditions could have been different, since such perceptions were socially
constructed as result of students´ local pre-conceptions and pre-experiences as well as of specific
historical-sociocultural contexts.
Whilst the type of relationship between respondents and technological issues may not be in
concordance with the type of linkage between Ecuadorian adults and the issues in question (Núñez et
al., 2006) since this linkage would be mostly pessimistic. For instance, Ecuadorian adults (78.0%) show
that they do not know that Ecuador possess an Science, Technology and Innovation National Policy.
It may be said, in this sense, that the perceptions in general of technological issues in Ecuadorian adults
(public in general) and in respondents (concrete public) would be distinct from each other due to such perceptions may have
constructed under certain characteristics 17 as well as in particular temporal-sociocultural environments. All of this,
hence, suggests that actions should be taken in order to encourage Ecuadorian people constantly value scientific and
technological isuues and, besides, such actions should be implemented from the first years of life insofar as it is possible
(Salazar, 2017b). Accordingly, a question may be proposed: What role would educational institutions
(such as high schools and universities) play in the support of actions in question in such periods of life?
Additional suggestion may also be said. It is that perception of technology in respondents is optimistic and
pessimistic at the same time, since the surveyable students in general (45.7%), from proportion of
respondents (55.9%) who answered ‘Yes’ to the question #12 18 included in the questionnarie (Salazar,
2015), said that they know technology affected people or environment in a positive and negative way,
for example 19. This may in turn favor to strengthen the following affirmation: perception of science and
technology is not characterized as dichotomously, but it is particularized as ambivalently (Wynne, 1992;
Blanco and Iranzo, 2000; Torres, 2005).

Access to technology
The surveyable students, otherwise, showed that the main source of information used by them so as to
know scientific and technological issues is internet (see Table 2). Whilst television 20, newspapers and
magazines as well as books, which got the respective positions of second, third and fourth places, are
also sources used for the same aim. Hence, this points out that students in question use much more
new means of information and communication, such as internet (Gómez, 2002) than traditional ones,
such as magazines (Boni, 2008).

17Such as place of origin, dissimilar periods of studies, the surveyable publics´ different ages, the respondents´ social roles
and the distinct contexts in which respondents perform.
18Do You know if in the last six month, science and/or technology affected people or environment in a positive and/or

negative way, in or outside Ecuador? It is a closed-ended question with just two options of answer. In this way, the another
answer was ‘No’ (44.1%).
1938.1% of respondents showed that they know technology affected people or environment in a positive form, whilst 16.2%

of students said that they know technology affected people or environment in a negative manner (Salazar, 2015).
20Science and technology documentaries (25.0% of respondents) just appear in the fourth position of the students´ list of

preferable televisión programs (Salazar, 2017b). By the way, movies are in the first position of such a list.
4
Technology in Ecuadorian high schools students… Ronnie Salazar Jaramillo

Table 2: The most used sources of information by the students to know science and technology.
Mentioned Gender
Sources*
frequency % Feminine Masculine
Internet 87.8 89.1 86.2
Television 60.1 55.4 65.5
Newspapers and magazines 31.9 36.6 26.4
Books 25.0 24.8 25.3
Museums 21.3 19.8 23.0
School 20.7 16.8 25.3
Parents 9.0 6.9 11.5
Friends 7.4 6.9 8.0
Botanical gardens 7.4 6.9 8.0
Zoos 6.4 5.9 6.9
Radio 5.3 6.9 3.4
Others 1.6 1.0 2.3
Do not know 1.1 2.0 0.0
*The surveyable students could choose 3 answers as maximum.

But, Where do students have more access to internet from? Respondents have mostly more
access to internet from their respective homes and mobile phones (see Table 3). In such a way, the
surveyable students do not seem to have access to internet from high schools in a meaningful level,
since such educational institutions are in fourth position of the list of sites of access to internet.
However, all the surveyable high schools showed that they possess computing laboratories (Salazar,
2015) although it does not mean necessarily that such laboratories have access to internet.

Table 3: Sites of more access to internet by students.

Mentioned
Sites*
frequency %
Home 82.0
Mobile phone 51.1
Cybercafé 34.1
High school 22.3
Libraries 1.6
Others 3.2
Do not know 1.1
*The surveyable students could choose 3 answers as maximum.

The respondents in general (36.7%), likewise, showed that they never go to libraries, as well as
they go very little to museums, zoos and botanical gardens (45.2%) 21. In this sense, it may be said that
students have more contact with museums (see Table 2) than with zoos and botanical gardens.

2111.7% of respondents who go very little to museums, zoos and botanical gardens said that they can only go to such places
when their parents or people (such as teachers and authorities) from high schools go with them to the sites in quesion
(Salazar, 2015).
5
Technology in Ecuadorian high schools students… Ronnie Salazar Jaramillo

Otherwise, the respondents in general (37.8%) said that they have no problems at all when managing
technology (Salazar, 2015).

Usage of technology
Then, What do the students use technology for? They showed that they use it for disparate aims in
dissimilar contexts. For instance, 88.0% of respondents mentioned that computer and internet help
them to understand their high school subjects better (Salazar, 2017b). Whilst internet enables them
mainly to communicate with their friends and families and get information (see Table 4). This may in
turn contribute to strengthening the following supposition: internet favors adolescents´relationship
with others as well as they can obtain information (Berríos and Buxarrais, 2005).

Table 4: The usages of internet by students.

Mentioned
Usages*
frequency %
To communicate with family and friends 81.9
To get information 77.7
To get new friends 35.6
To play video games 29.7
Others 10.1
Do not know 1.1
*The surveyable students could choose 3 answers as maximum.

The surveyable students, likewise, mentioned that they use laboratory tools (such as
microscopes and pipettes) for their learning processes. Nevertheless, such usage may not be in an
important level, since respondents in general (30.3%) showed that they do not use such tools at all so as
to learn thier subjects at high school (Salazar, 2017b). This may in turn happen because only 25.0% of
surveyable educational institutions holds science laboratories (Salazar, 2015).
In this similar way, respondents would use languages laboratories for learning foreign languages.
But, in this case, such usage might be in a significant grade because 75.0% of surveyable high schools
pointed out that they have languages laboratories (Salazar, 2015).

Technology and professions

The respondents´professional expectations were also studied. But first of all, it is important to highlight
the surveyable students in general want to study at university, since 88.5% of surveyable boys, and 98.0% of
surveyable girls, showed that they want to go to university (Salazar, 2017b, 2017c).
In this way, one of results of present study was that there is a statistically significant association
between students in question who want to go to university and their gender 22, this is, there are more girls
than boys who want to go to university (Salazar, 2017b). It might in turn be due to that there would be more
girls than boys who would embrace their academic achievements would enable them to support
themself in their lives. According to this matter, López-Romero and Romero (2010) show that girls´
academic achievements are very important for them when these are trying to get their independence
and freedom. For instance, in 2006, there were more girls than boys who passed the school year, as well
as there were more boys than girls who left the public high schools (supported by government); public
high schools which are situated in the urban sector from Guayaquil (Ministerio de Educación del
Ecuador, 2007).

22Calculated Chi-Square value (7.080), Critical Chi-Square value (3.841), significance level (0.008), effect size (Cramer´s V

coefficient = 0.194) and a confidence interval (0.124 and 0.264).

6
Technology in Ecuadorian high schools students… Ronnie Salazar Jaramillo

Now well, the two most preferable professions by the surveyable students are physician (16.5%
of respondents) and engineer (12.8% of respondents) 23 (Salazar, 2017b). 24
It is important to mention, in this sense, that a career in medicine is mostly for surveyable high schools
girls from Guayaquil. Since 19.8% of surveyable girls said that they are interested in becoming physicians,
whilst just 12.6% of surveyable boys pointed out the same. It may in turn be in coherence with that
there would be more Ecuadorian Higher education women graduates in professional careers related to
health and welfare than men graduates, since, in period range from 2012 to 2014, there were 20,494
women graduates and 8,724 men gradutes at Ecuadorian higher education institutions (SNIESE, 2015).
Whilst one of reasons for that the girls are more interested in becoming physicians than boys would be
because of men´s and women´s gender social roles. In other words, women care children and keep
their families healthily and men get resources so as to support their families (Aulestia and Rodas, 2008).
Otherwise, a career in engineering is mostly for surveyable high schools boys from Guayaquil.
Since 16.1% of surveyable boys said that they are interested in becoming engineers, whilst just 9.9% of
surveyable girls showed the same. This diference may in turn be due to that parents and teachers
influence more on boys than on girls in choosing engineering (Ferrand et al., 1996), for example. In
fact, the respondents´ father, mother and teacher influence more on boys than on girls in choosing a
professional career. For instance, 17.2% of surveyable boys showed that their teacher influence them in
choosing a profession, whilst 11.9% of surveyable girls said the same (Salazar, 2015). Parents´ and
teachers´ influence may in turn be partly due to they may embrace engineering is mostly an issue for
men (Rietti and Maffía, 2005).
In this way, the respodents might perform either profession tasks or research works, at least
tasks that are in coherence with a profession competences which let students to carry out such tasks.
For instance, a computer engineer may manage a computing center, but such an engineer may also
construct software (technological research and/or development).
In Latin America, in this sense, most Higher education graduates are in careers related to Social
Sciences, Business and Management (Vessuri, 2006). Likewise, most Ecuadorian higher education
graduates are in the similar careers, since there were 91,269 graduates in careers related to Business
Management and Law at Ecuadorian higher education institutions, in period range from 2012 to 2014
(SNIESE, 2015). Whilst there were 12,227 graduates in careers related to Information and
Communication Technology, as well as 29,218 graduates related to Health and Welfare.
According to this information, the respondents, who showed that they want to become a
physician in the future, will not get to become, and perform as, a physician, at least an important
amount of them, for example. However, this situation is not extraordinary at all, since, as said
previously, students may change their perceptions and professional expectations over time, in specific
sociocultural and historical contexts, by distinct motives such as labor organizations´ influence on
them.
Otherwise, the surveyable students may not be interested in a technological career related to technological
research and/or development itself. Since just 1.6% of respondents showed that they are interested in
performing in Technology in the future (Salazar, 2017b). 25 In this sense, the respondents lack interest in
such a career in spite of they in general are interested in knowing how technology is created, as
mentioned previously.

23The surveyable students could just give one answer.

24The three main reasons to choosing the professions by respondents are: I like it (63.9%); it enables me to get an important
and prestigious job (35.1%); and it allows me to help other people (30.9%) (Salazar, 2017b).
25One of possible reasons for understanding why adolescent students would not be most interested in preferring scientific

and technological careers in the future, it would just be due to scholarly environment, particularly a scarce contact with
learning by doing, pedagogical resources and the practice of critical thinking by such students, for instance (Polino, 2014). It
seems that Ecuador, in this sense, has tried to change a similar situation on its first levels of education. Since the Ecuadorian
curricular reform-2010 has tried to improve the teaching in classrooms by means of the implement of learnig by criterion of
performance, practice of research as well as the development of critical thinking skills, for example (Ministerio de
Educación, 2009).
7
Technology in Ecuadorian high schools students… Ronnie Salazar Jaramillo

Conclusions and implications

Thus considering all the above, the following main suppositions could be proposed:

• The perception in general of technology in surveyable high schools students from Guayaquil is
mostly favorable. Nevertheless, positive and negative positions exist at the same time in such
perception.
• New Information and Communication Technologies (NICT), such as internet, are the main
sources of information General Basic Education surveyable students employ to know about
technological issues.
• The level of access to technology by surveyable students may not be important in the scholarly
context, at least it may concern NICT as well as sciences laboratory tools. Even though, such
students embrace computer and internet help them to better understand their high school
subjects, for example.
• The surveyable students use mainly internet for social interaction (with familiy and friends) and
getting information.
• In general, the surveyable high schools students from Guayaquil are not interested in doing
technological research and in creating technology.
• The overall percepction of technology in Ibero-American students of secondary in general
would be more positive than negative.

The following issues, otherwise, could be comprised for future research so as to widen the
understanding of the reserach objcetives here showed as well as of the linkage between high school
students, or Ecuadorian people in general, and technology:

• To know what technology means for students.

• To inquire on what type of technology students would like to create.
• To know if the origin of national technology produced would be from a technology
imported or from a national research project.
• To use other methods to collect data so as to verify the results gotten by means of future
research, such as an in-depth interview.
• Among others.

Finally, the results here showed may have some possible implications for educational
institutions, such as high schools, if such institutions need technology is incorporated into distinct
dimensions of their operations, in an effective way. In this sense, it should be thought about the
following issues:

• It would be mostly required to instruct personnel (teachers and others) on how to use new
technology in the learning and teaching processes by educational institutions, when students
know more teachers on such an issue.
• What to do in respect of teachers and professors who oppose radically technological update.
• How a technological artifact is understood by people and institutions.
• How students could appropriate socially technology.
• How to link students to national and international processes of technological developments.
• How to link social actors and movements from distintc nature to technological developments
carried out by educational institutions.
• How government could be encouraged so that it contributes the incorporation of technology
into all the educational levels, in an efficacious manner.
8
Technology in Ecuadorian high schools students… Ronnie Salazar Jaramillo

• Among others.

References
Albornoz, M. (2011). Presentación. In Carmelo Polino (Comp.). Los estudiantes y la ciencia.
Encuesta a jóvenes iberoamericanos (pp.7-9). Buenos Aires: Organización de Estados Iberoamericanos para
la Educación, la Ciencia y la Cultura. Retrieved from http://www.oei.es/salactsi/libro-estudiantes.pdf
Albornoz, M., Vaccarezza, L., Polino, C. and Fazio, M. (2003). Resultados de la encuesta de
percepción pública de la ciencia realizada en Argentina, Brasil, España y Uruguay. Proyecto
Iberoamericano de Indicadores de Percepción Pública, Cultura Científica y Participación Ciudadana.
Documento de Trabajo No. 9, Redes. Retrieved from
http://www.ricyt.org/interior/biblioteca/docs/percepcion.pdf
Aulestia, A. and Rodas, P. (2008). Género, interculturalidad y ambiente. In Erika Silva (Ed.),
Género y ambiente en el Ecuador. Aproximaciones desde lo social y lo étnico-cultural (pp. 183-300). Ecuador:
Ediciones Abya-Yala.
Bauer, M. (2008). Survey research on public understanding of science. In M. Bucchi and B.
Trench (Eds.), Handbook of Public Communication of Science and Technology (pp.111-129): Taylor & Francis
e-Library. Retrieved from http://www.bpatc.org.bd/elibrary/files/12713227600415386179.pdf
Berríos, Ll. and Buxarrais, M. (2005). Las tecnologías de la información y la comunicación (TIC)
y los adolescentes. Algunos datos, Monografías virtuales, nº 5. Retrieved from http://www.campus-
oei.org/valores/monografias/monografia05/reflexion05.htm
Bijker, W. (1995). Of bicycles, bakelites and bulbs. Cambridge: The MIT Press.
Blanco, J. and Iranzo, J. (2000). Ambivalencia e incertidumbre en las relaciones entre ciencia y
sociedad, Papers, 61, pp. 89-112. Retrieved from //papers.uab.cat/article/view/v61-blanco-iranzo/pdf-
es
Boni, F. (2008). Teorías de los medios de comunicación. Barcelona: Universidad Autónoma de
Barcelona.
Burns, T., O´Connor, D. and Stocklmayer, S. (2003). Science Communication: A Contemporary
Definition, Public Understanding of Science, 12 (2), pp. 183-202.
Chen, D-Ch. and Deng, Ch-Y. (2007). Interaction between citizens and experts in public
deliberation: A case study of consensus conferences in Taiwan, East Asian Science, Technology and Society:
an International Journal, 1, pp. 77-97. Retrieved from
http://easts.dukejournals.org/content/1/1/77.full.pdf+html
Cortassa, C. (2012). La ciencia ante el público. Dimensiones epistémicas y culturales de la comprensión
pública de la ciencia. Buenos Aires: Eudeba.
De Vaus, D. (2002). Surveys in social research. Australia: Allen & Unwin.
Díaz, L. and Morales, M. (2009). Análisis estadístico de datos categóricos. Bogotá: Editorial
Universidad Nacional de Colombia.
Ellis, P. (2010). The essential guide to effect sizes. Statistical power, meta-analysis and the interpretation of
research results. United Kingdom: Cambridge University Press.
European Commission (2005). Eurobarometer 224/Wave 63.1. Europeans, Science & Technology.
Retrieved from http://ec.europa.eu/public_opinion/archives/ebs/ebs_224_report_en.pdf
Ferrand, M., Imbert, F. and Marry C. (1996). Femmes et sciences: Une equation improbable?
L’exemple des normaliennes scientifiques et des polytechniciennes, Formation et Emploi, No. 55, pp. 3-
18. Retrieved from http://www.persee.fr/docAsPDF/forem_0759-6340_1996_num_55_1_2156.pdf
Fundación Española para la Ciencia y la Tecnología (FECYT). (2005). Percepción social de la ciencia
y la tecnología en España 2004. España: Técnicas Gráficas Forma S.A.
Gómez, C. (2002). Los usos sociales de las tecnologías de información y comunicación.
Fundamentos teóricos, Revista Versión, nº 12, pp. 287-305.
Hernández, R., Fernández, C. and Baptista, P. (1991). Metodología de la investigación. Chile:
McGraw-Hill/Interamericana Editores S.A. de C.V.
9
Technology in Ecuadorian high schools students… Ronnie Salazar Jaramillo

Irwin, A. and Wynne, B. (1996). Conclusions. In A. Irwin and B. Wynne (Eds.). Misunderstanding
Science? The Public Reconstruction of Science and Technology (pp. 213-221). Cambridge: Cambridge University
Press.
Jenkins, E. (2006). Student opinion in England about science and technology, Research in Science
& Technological Education, vol. 24, nº 1, pp. 59-68.
Kent, D. and Towse, P. (1997). Students´ perceptions of science and technology in Botswana
and Lesotho, Research in Science & Technological Education, vol. 15, nº 2, pp. 161-172.
Knobel, M. et al. (2011). Capítulo 12. Percepção pública da ciência e tecnologia no Estado de
São Paulo. In C. H. de Brito and C. Vogt (Coords.). Indicadores de Ciência, Tecnologia e Inovação em São Paulo
2010 (pp. 7-49). São Paulo: Fundação de Amparo à Pesquisa do Estado de São Paulo.
Leyton, D., Sánchez, C. and Ugalde, P. (2010). Estudio percepción de los jóvenes sobre la ciencia y
profesiones científicas. Informe final. Chile: Universidad Alberto Hurtado.
López-Romero, L. and Romero, E. (2010). Goals during Adolescence and their Relationship
with Antisocial Behavior, The Spanish Journal of Psychology, Vol. 13 No. 1, pp.166-177. Retrieved from
http://www.redalyc.org/pdf/172/17213039012.pdf
Márquez, E. and Tirado, F. (2009). Percepción social de la ciencia y la tecnología de adolecentes
mexicanos, Revista Iberoamericana de Ciencia, Tecnología y Sociedad, Portafolio CTS, No. 2. Retrieved from
http://www.revistacts.net/files/marquez_nerey_editado.pdf
Michael, M. (1996). Ignoring science: discourses of ignorance in the public understanding of
science. In A. Irwin and B. Wynne (Eds.). Misunderstanding Science? The Public Reconstruction of Science and
Technology (pp. 107-125). Cambridge: Cambridge University Press.
Ministerio de Educación del Ecuador (2007). Boletín electrónico de información estadística educativa de
la educación regular escolarizada 2006-2007. Retrieved from http://www.educacion.gob.ec/investigacion-
educativa/estadisticas-i.html
Ministerio de Educación del Ecuador (2009). Actualización y fortalecimiento curricular de la Educación
Básica 2010. Quito: Ministerio de Educación del Ecuador. Retrieved from
http://www.educar.ec/noticias/7moanio.pdf
National Science Board (2014). Science and Engineering Indicators 2014. Chapter 7. Science and
Technology: Public Attitudes and Understanding. Retrieved from
http://www.nsf.gov/statistics/seind14/content/chapter-7/chapter-7.pdf
Núñez, P. et al. (2006). Informe Final: Percepción Pública de la Ciencia y Tecnología en el Ecuador. Quito-
Ecuador: SENACYT/FUNDACYT.
Pérez, E., Sánchez, I., Miranda, M. and García, S. (2008). Percepción de la ciencia y la
tecnología en la adolescencia madrileña, Arbor, CLXXXIV, 733, pp. 949-966. Retrieved from
http://arbor.revistas.csic.es/index.php/arbor/article/view/236/237
Polino, C. (2014). Percepción y vocaciones científicas en los jóvenes iberoamericanos. In Belén
Laspra and Emilio Muñoz (Coords.), Culturas científicas e innovadoras. Progreso social (pp. 179-205).
Argentina: Eudeba.
Rietti, S. and Maffía, D. (2005). Género, ciencia y ciudadanía, ARBOR, CLXXXI, 716, pp. 539-
544.
Salazar, R. (2015). La percepción de la ciencia y la tecnología en estudiantes de colegios guayaquileños (Master
Thesis). Universidad Nacional de Quilmes, Buenos Aires, Argentina.
Salazar, R. (2017a). Presentación (powerpoint) de la ponencia: Percepción social de la ciencia y la tecnología en
estudiantes de colegios ecuatorianos: ¿Quieren ser científicos/as en el futuro? Expuesta en las XII JORNADAS DE
SOCIOLOGÍA realizadas por la Carrera de Sociología de la Facultad de Ciencias Sociales de la
Universidad de Buenos Aires, del 22 al 25 de agosto de 2017, en Ciudad Autónoma de Buenos Aires.
Retrieved from http://independent.academia.edu/RonnieSalazarJaramillo/Conference-Presentations
Salazar, R. (2017b). Percepción social de la ciencia y la tecnología en estudiantes de colegios ecuatorianos:
¿Quieren ser científicos/as en el futuro? Ponencia presentada en las XII JORNADAS DE SOCIOLOGÍA.
10
 Technology in Ecuadorian high schools students… Ronnie Salazar Jaramillo

Recorridos de una (in)disciplina. La Sociología a sesenta años de la fundación de la Carrera realizadas

por la Carrera de Sociología de la Facultad de Ciencias Sociales de la Universidad de Buenos Aires, del
22 al 25 de agosto de 2017, en Ciudad Autónoma de Buenos Aires. Retrieved from
http://jornadasdesociologia2017.sociales.uba.ar/altaponencia/?acciones2=ver&id_mesa=5&id_ponen
cia=53
Salazar, R. (2017c). Perception sociale de la science et de la technologie auprès des étudiants des collèges
équatoriens: Aimeraient-ils devenir Scientifiques dans l’avenir? Retrieved from
http://independent.academia.edu/RonnieSalazarJaramillo/Papers
Sánchez, J. (2004). Orfandades infantiles y adolescentes. Introducción a una sociología de la infancia. Quito:
Ediciones ABYA-YALA.
Sistema Nacional de Información de Educación Superior del Ecuador (SNIESE) (2015).
Número de estudiantes titulados (de Técnico/Tecnológico, Tercer nivel y Cuarto nivel) a nivel nacional, clasificados según
los campos de conocimiento, 2012-2014. Retrieved from http://www.senescyt.gob.ec/visorgeografico
SPSS Inc. (2006). Manual del usuario de SPSS Base 15.0. EE.UU: SPSS Inc.
Tirado, F. and Backhoff, E. (1999). La compleja elaboración de exámenes, 16 razones para
utilizar la opción “no sé”, Revista Mexicana de Investigación Educativa, vol. 4, núm. 7, pp. 13-26.
Torres, C. (2005). Representaciones sociales de la ciencia y la tecnología, Reis, No. 111, 9-43.
Retrieved from http://www.reis.cis.es/REIS/PDF/REIS_111_031168262493221.pdf
Trumper, R. (s. f.). Israeli Students’ Interest in Physics and its Relation to their Attitudes towards Science
and Technology and to their own Science Classes. Retrieved from
http://www.roseproject.no/network/countries/israel/isr-trumper-ioste2004.pdf
Vessuri, H. (2006). Introducción. In Hebe Vessuri (Coord.), Conocimiento y necesidades de las
sociedades latinoamericanas (pp. 13-19). Venezuela: Ediciones IVIC.
Wynne, B. (1991). Knowledge in context, Science, technology & Human Values, 16 (1), pp. 111-121.
Wynne, B. (1992). Public understanding of science research: new horizons or hall of mirrors?
Public Understanding of Science, 1(1), pp. 37-43.
Wynne, B. (1996). May the sheep safely graze? A reflexive view of the expert-lay knowledge
divide. In S. Lash, B. Szerszynski and B. Wynne (Eds.), Risk, Environment and Modernity: Towards a New
Ecology (pp. 44-83). London: SAGE.

11

View publication stats