Carme Grimalt-Álvaro
Biographic Data
| ID | 4219484 |
|---|---|
| NAME | Carme Grimalt-Álvaro |
| GIVEN NAMES | Carme |
| FAMILY NAME | Grimalt-Álvaro |
| SIGNATURE | GRIMALT-ÁLVARO C |
| AFFILIATIONS | Universitat Rovira i Virgili |
| ORCID | 0000-0002-5314-7706 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
A systematic review towards a better understanding of the study of teachers’ environmental identities
Altres ajuts: Secretaría de Ciencia, Humanidades, Tecnología e Innovación (SECIHTI) (Grant No: 1009648) for the financial support provided for the doctoral studies that led to this research
Professional Digital Competence
In the current context of increasing digitization, professionals need to be digitally competent. In addition, women’s low participation in the technology field indicates the persistence of a digital gender gap in the economic and social spheres. A key aspect to help reducing digital inequality is the role that the digital competence (DC) plays in the professional development of women, allowing them to enter to a job market still coped by men. The…
Brecha digital de género en secundaria
La brecha digital de género, entendida como la diferencia entre hombres y mujeres en el uso y aprovechamiento de las tecnologías digitales (TD), se traduce en un escenario social y económico desfavorable para las mujeres. Responder a esta realidad supone explorar el desarrollo de la Competencia Digital (CD) y la actitud hacia las TD, para ofrecer una formación que verdaderamente reduzca las diferencias de género. Este artículo indaga sobre las po…
“I see myself as a STEM person”
In the literature, STEM identity tends to be characterized either as students' relationship with the STEM field “as a whole,” or their relationship with a particular STEM area, such as science. With this study, we add to the existing scholarship by characterizing the profiles of students who identified themselves as “STEM people.” A 52‐item questionnaire was administered to 1004 students aged 12–16 from high schools in and around Barcelona, Spain…
A Cultural-Historical Activity Theory Approach for the Design of a Qualitative Methodology in Science Educational Research
Cultural-Historical Activity Theory (CHAT) was conceived and has been developed as an interventionist proposal and mostly as an analytical tool. The aim of this paper is to explore the connections between ontological and epistemological considerations underpinning CHAT and concrete research methodological decisions. We discuss how considerations of the philosophical basis of CHAT and more recent developments in philosophy can offer specific guida…
A Cultural-Historical Activity Theory Approach for the Design of a Qualitative Methodology in Science Educational Research
Cultural-Historical Activity Theory (CHAT) was conceived and has been developed as an interventionist proposal and mostly as an analytical tool. The aim of this paper is to explore the connections between ontological and epistemological considerations underpinning CHAT and concrete research methodological decisions. We discuss how considerations of the philosophical basis of CHAT and more recent developments in philosophy can offer specific guida…
A Cultural-Historical Activity Theory Approach for the Design of a Qualitative Methodology in Science Educational Research
Cultural-Historical Activity Theory (CHAT) was conceived and has been developed as an interventionist proposal and mostly as an analytical tool. The aim of this paper is to explore the connections between ontological and epistemological considerations underpinning CHAT and concrete research methodological decisions. We discuss how considerations of the philosophical basis of CHAT and more recent developments in philosophy can offer specific guida…
“I see myself as a STEM person”
In the literature, STEM identity tends to be characterized either as students' relationship with the STEM field “as a whole,” or their relationship with a particular STEM area, such as science. With this study, we add to the existing scholarship by characterizing the profiles of students who identified themselves as “STEM people.” A 52‐item questionnaire was administered to 1004 students aged 12–16 from high schools in and around Barcelona, Spain…
Professional Digital Competence
In the current context of increasing digitization, professionals need to be digitally competent. In addition, women’s low participation in the technology field indicates the persistence of a digital gender gap in the economic and social spheres. A key aspect to help reducing digital inequality is the role that the digital competence (DC) plays in the professional development of women, allowing them to enter to a job market still coped by men. The…
Brecha digital de género en secundaria
La brecha digital de género, entendida como la diferencia entre hombres y mujeres en el uso y aprovechamiento de las tecnologías digitales (TD), se traduce en un escenario social y económico desfavorable para las mujeres. Responder a esta realidad supone explorar el desarrollo de la Competencia Digital (CD) y la actitud hacia las TD, para ofrecer una formación que verdaderamente reduzca las diferencias de género. Este artículo indaga sobre las po…
A systematic review towards a better understanding of the study of teachers’ environmental identities
Altres ajuts: Secretaría de Ciencia, Humanidades, Tecnología e Innovación (SECIHTI) (Grant No: 1009648) for the financial support provided for the doctoral studies that led to this research
Psychology (3 works) · Competence (human resources) (2 works) · Computer Science (2 works) · Digital literacy in education (2 works) · Gender and Technology in Education (2 works) · Identity (music (2 works) · Pedagogy (2 works) · Social Psychology (2 works) · Activity Theory (1 works) · Biology (1 works)