Browsing by Author "Vergara, Claudia"

Now showing 1 - 4 of 4
  • Thumbnail Image
    Item
    La educación científica en Chile: debilidades de la enseñanza y futuros desafíos de la educación de profesores de ciencia
    (2010) Cofré Mardones, Hernán; Camacho González, Johanna Patricia; Galaz Ruiz, Alberto; Jiménez, Javier; Santibáñez, David; Vergara, Claudia
  • Thumbnail Image
    Item
    MODIFICATION OF BORON DOPED DIAMOND ELECTRODES WITH GLUCOSE OXIDASE, CHARACTERIZATION BY ELECTROCHEMICAL TECHNIQUES
    (SOC CHILENA QUIMICA, 2011) Del Rio, Rodrigo; Armijo, Francisco; Schrebler, Ricardo; Del Canto, Gabriela; Vergara, Claudia; Gutierrez, Cesar
    In this work, we report the effect of the direct successive modifications with Glucose oxidase onto boron doped diamond electrode (BDD). The modification due to the enzyme adsorption, on the potentiodynamic response of the electrode, was evaluated using Fe(CN)(6)(4-/3-) red-ox couple on the electrolyte and the Delta Ep variations were related with the number of modifications. Contact angle measurements and the electrochemical impedance spectra were also used to characterized the modifications and they showed variations in the same way that the potentiodynamic data.
  • Thumbnail Image
    Item
    Science teacher education in South America: the case of Argentina, Colombia and Chile
    (2015) Cofré Mardones, Hernán; González Weil, Corina; Vergara, Claudia; Santibáñez, David; Ahumada, Germán; Furman, Melina; Podesta, María E.; Camacho González, Johanna Patricia; Rómulo Gallego; Pérez, Royman
  • No Thumbnail Available
    Item
    Willingness to mitigate climate change: the role of knowledge, trust, and engagement
    (2024) Larrain, Antonia; Freire, Paulina; Cofre, Hernan; Andaur, Ana; Tolppanen, Sakari; Kang, Jingoo; Grez, Joaquin; Gomez, Marisol; Vergara, Claudia; Rojas, Maria Teresa; Arenas, Andoni
    The recent IPCC report (IPCC, 2023) highlighted the need to increase the perception of risk and prompt climate action through education. The question is what contribution science and environmental education can make-if any-to this challenge. Psychological research has suggested that knowledge (topical and epistemological) and beliefs about self-efficacy are relevant starting points, but the evidence is scarce and inconsistent. We conducted a transversal correlational study to test the direct and indirect effects of system knowledge of climate change, personal engagement with science, and trust in climate science on the willingness to mitigate the effects of climate change. The participants were 386 students attending high schools in Chile. The results reveal that there is no direct effect of climate change system knowledge on the willingness to act. We did find indirect effects of system knowledge on the willingness to act, mediated by personal engagement with science and trust in climate science knowledge. The results also demonstrate a direct effect of personal engagement with science, and an indirect effect mediated by trust in science. The implications for science education are discussed.