Actitudes hacia la química de estudiantes chilenos de secundariaun estudio de métodos mixtos

  1. Lilian Elisa Hernández Montes 1
  2. Roberto A. Ferreira 2
  3. Gladys Angélica Contreras Sanzana 1
  4. Cristina Rodríguez Rodríguez 3
  1. 1 Universidad Católica de la Santísima Concepción

    Universidad Católica de la Santísima Concepción

    Concepción, Chile


  2. 2 Universidad Católica del Maule

    Universidad Católica del Maule

    Talca, Chile


  3. 3 Universidad de La Laguna

    Universidad de La Laguna

    San Cristobal de La Laguna, España


Enseñanza de las ciencias: revista de investigación y experiencias didácticas

ISSN: 0212-4521 2174-6486

Year of publication: 2022

Volume: 40

Issue: 2

Pages: 89-107

Type: Article

DOI: 10.5565/REV/ENSCIENCIAS.3497 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Enseñanza de las ciencias: revista de investigación y experiencias didácticas


Cited by

  • Scopus Cited by: 0 (07-12-2023)
  • Web of Science Cited by: 0 (19-10-2023)
  • Dimensions Cited by: 0 (22-03-2023)

JCR (Journal Impact Factor)

  • Year 2022
  • Journal Impact Factor: 0.8
  • Journal Impact Factor without self cites: 0.7
  • Article influence score: 0.248
  • Best Quartile: Q4
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q4 Rank in area: 250/269 (Ranking edition: SSCI)

SCImago Journal Rank

  • Year 2022
  • SJR Journal Impact: 0.501
  • Best Quartile: Q2
  • Area: Education Quartile: Q2 Rank in area: 532/1438

Índice Dialnet de Revistas

  • Year 2022
  • Journal Impact: 1.270
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 30/232


  • Social Sciences: B

Scopus CiteScore

  • Year 2022
  • CiteScore of the Journal : 2.0
  • Area: Education Percentile: 52

Journal Citation Indicator (JCI)

  • Year 2022
  • Journal Citation Indicator (JCI): 0.48
  • Best Quartile: Q3
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q3 Rank in area: 475/759


(Data updated as of 22-03-2023)
  • Total citations: 0
  • Recent citations: 0


This research investigated the attitudes towards chemistry of 444 Chilean secondary school students, using a mixed method of explanatory sequential design. The descriptive results revealed relatively low attitudes in the two dimensions analyzed, cognitive and affective, although slightly higher in the last one. The inferential results showed that year group and academic performance affect attitudes negatively and positively, respectively. The results of three focus groups allowed to deepen the explanations on the quantitative findings and revealed that other factors such as mathematical calculations, the language of chemistry and the teacher’s methodology are also relevant in the development of attitudes towards chemistry. These findings and their implications for the teaching of chemistry in Chile and Latin America are discussed.

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