Radu Bogdan Toma
Datos Biográficos
| ID | 5877211 |
|---|---|
| NOMBRE | Radu Bogdan Toma |
| NOMBRES | Radu Bogdan |
| APELLIDO | Toma |
| FIRMA | TOMA R B |
| AFILIACIONES | Universidad de Burgos |
| ORCID | 0000-0003-4846-7323 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 22 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 22 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2021 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
Desafíos en la conceptualización y medición de la identidad científica
La investigación sobre la identidad científica adolece de una conceptualización y medición consensuadas. El presente estudio valida la versión en español del Cuestionario de Identidad Científica en una muestra de estudiantes de secundaria (N = 498).
Bioacumulación de PS-NPs en cuerpo humano
El objetivo de esta investigación –con fines más amplios– fue describir las características del pensamiento espontáneo de estudiantes sobre el fenómeno natural de interés científico y valor educativo de la bioacumulación de nano-plásticos de poliestireno (PS-NPs) en el cuerpo humano, para su utilización en el diseño de secuencias didácticas.
Integrated STEM Education
Preservice Primary Teachers’ Attitudes Towards STEM Education
Integrated Science, Technology, Engineering, and Mathematics (STEM) education seeks to motivate students by connecting disciplines through practical and contextualised learning, aiming to prepare 21st-century citizens to navigate multicultural environments. However, implementing effective STEM instruction poses significant challenges for teachers, particularly in integrating multiple disciplines. This study examined the impact of professional dev…
From Attitudes to Science Identity
Science identity (SI) has gained increasing prominence in science education research due to its potential role in fostering student engagement, motivation, and persistence in STEM pathways. However, its conceptualization remains varied and contested, complicating both measurement and curricular implementation. The PISA 2025 Science Framework incorporates SI as a new dimension of scientific literacy; yet, its multidimensional conceptualization con…
Examining the Effects of Integrated STEM Education vs. Nonintegrated STEM Education Rigorously
Chen et al. conducted a meta-analysis on the effects of integrated STEM education (iSTEMe) on K–12 achievement, reporting strong evidence of its superiority over traditional STEM instruction. Such a forceful finding given the complexity of iSTEMe led us to approach the meta-analysis with skepticism. Guided by the falsifiability principle, we examined whether the included primary studies met Chen et al.’s own criteria. Two major flaws were found: …
Factors influencing undergraduates’ ethical use of ChatGPT
The widespread use of large language models, such as ChatGPT, has changed the learning behaviours of undergraduate students, raising issues of academic dishonesty. This study investigates the factors that influence the ethical use of ChatGPT among undergraduates using the recently proposed Theory of Reasoned Goal Pursuit. Through a qualitative elicitation procedure, 26 salient beliefs were identified, representing procurement and approval goals, …
Measuring Self-Efficacy Beliefs in Teaching Inquiry-Based Science and the Nature of Scientific Inquiry
Inquiry-based science teaching (IBST) is a key goal of science education reforms worldwide. Recent research highlights the importance of infusing inquiry teaching with knowledge about the nature of scientific inquiry, and not just focusing on procedural skills to do inquiry. However, such an endeavour requires teachers to have high levels of self-efficacy. Given the lack of valid and reliable measurement instruments for Spanish-speaking teachers,…
Spanish-Speaking Children’s Attitudes Toward School Science
The current research evaluated the psychometric properties of a questionnaire measuring 1st and 2nd graders' attitudes toward school science (CASS). In Study 1, an exploratory factor analysis revealed a two-factor structure, consisting of the 'enjoyableness' and 'self-efficacy' dimensions of school science. This analysis also provided initial evidence of satisfactory internal consistency reliability. In Study 2, confirmatory factor analysis showe…
Are Integrated STEM Educational Reforms at Risk? Teachers' Motivations and Perceived Barriers to Integration
Integrated STEM education (iSTEMe) is increasingly emphasized in educational reforms around the world. These reforms prompted curricular changes in many countries, including Spain. In the Autonomous Community of Valencia, a new curriculum model was introduced that organized both STEM and non‐STEM subjects into broader interdisciplinary domains, designed to be taught through an integrated approach. However, the success of such reforms largely depe…
Influencia de las expectativas de éxito en la elección de Formación Profesional o Bachillerato científico-tecnológico
Existe un descenso significativo en el número de estudiantes matriculados en carreras científico-tecnológicas, con notables diferencias de género. Asimismo, cada vez son más los y las estudiantes que continúan sus estudios en la Formación Profesional en lugar del Bachillerato al final de la etapa obligatoria. No se conocen claramente los motivos de esta tendencia, pero parece que las expectativas de los estudiantes y la influencia de su profesora…
Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry
Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of students entering middle school and secondary students at the end of their formal K-12 science education. The purpose of this international project was to us…
Towards a Socio-Constructivist Didactic Model for Integrated STEM Education
As science education shifts toward integrated STEM (Science, Technology, Engineering, and Mathematics) approaches, guidelines for designing teaching and learning episodes that integrate curricular content and procedures from multiple disciplines become increasingly in demand. The existing plethora of conceptualizations of STEM makes difficult such an endeavor, leading to ill-defined lesson plans focused on only two –mainly science and technology …
Cross-cultural adaptation of the Science Motivation Questionnaire II (SMQ-II) for Portuguesespeaking Brazilian secondary school students
Introduction: Science motivation is important for students’ scientific literacy. Yet, there is a lack of valid and reliable measurement tools for the Brazilian context. This study presents the Brazilian Portuguese version of the Science Motivation Questionnaire (SMQ-II) and motivational baseline data. Method: The instrument was translated into Brazilian Portuguese using cross-cultural validation procedures. For structural validity evidence, the r…
Ubuingenio
Background: High-ability students require effective educational strategies. This study introduces and evaluates a curriculum enrichment programme aimed at enhancing creativity. The programme is based on a competency framework and was implemented using variations of Project-Based Learning (PBL) strategies. Method: A quasi-experimental design compared two interventions using pre-test and post-test groups. The first intervention (N = 38) involved a …
Cultural Adaptation of the Expectancy-Value-Cost Scale for Spanish-Speaking Students
The Expectancy-Value model has been extensively used to understand students' achievement motivation. However, recent studies propose the inclusion of cost as a separate construct from values, leading to the development of the Expectancy-Value-Cost model. This study aimed to adapt Kosovich et al.’s ( The Journal of Early Adolescence, 35, 5–6, 2015) instrument for assessing achievement motivation in science and math among Spanish-speaking students …
Development and validation of the Success instrument
Testing assumptions of the Draw-a-Scientist-Test (Dast)
A growing body of research addresses students’ images of scientists using the Draw-a-Scientist-Test (DAST) and its Checklist (DAST-C). These protocols rest on the assumption that stereotypical views of scientists, as identified by the presence of multiple indicators in student drawings (e.g. lab coat, male gender; eyeglasses; facial hair), may affect science career interest. Yet, such an assumption remains unexplored. This study investigated whet…
Confirmation and Structured Inquiry Teaching
Guided and open inquiry stands as a valuable instructional strategy for science education. Yet, confirmation and structured inquiry, which provides higher levels of teacher guidance, is more often enacted. These approaches, though more workable, remain unexplored in their effectiveness in improving achievement motivations. This study draws on expectancy-value theory to explore the effect of short-term confirmation and structured inquiry on studen…
Evidencias de validez de una medida de la motivación por las Ciencias de la Naturaleza
En los últimos años se ha detectado un descenso en las vocacionescientíficas del alumnado. El modelo expectativa-valor se postula como uno delos enfoques teóricos más útiles para comprender las motivaciones académicas;sin embargo, estudios recientes sugieren la necesidad de añadir un tercerconstructo, denominado coste. Dado que no existen investigaciones que apoyenesta reconceptualización en la población española, el presente estudio expone eldis…
Construcción conceptual de la competencia global en educación
La competencia global como objetivo de aprendizaje, ha tomado relevancia desde su inclusión en el Programa para la Evaluación Internacional de los Estudiantes (PISA), una competencia que se construye en base a distintos modelos de educación global como la educación intercultural, la educación para la ciudadanía o la educación para la democracia. Pese al creciente interés por esta competencia, son numerosas las cuestiones que requieren de una refl…
Measuring children’s perceived cost of school science
Sin obras prominentes en esta página.
Evidencias de validez de una medida de la motivación por las Ciencias de la Naturaleza
En los últimos años se ha detectado un descenso en las vocacionescientíficas del alumnado. El modelo expectativa-valor se postula como uno delos enfoques teóricos más útiles para comprender las motivaciones académicas;sin embargo, estudios recientes sugieren la necesidad de añadir un tercerconstructo, denominado coste. Dado que no existen investigaciones que apoyenesta reconceptualización en la población española, el presente estudio expone eldis…
Construcción conceptual de la competencia global en educación
La competencia global como objetivo de aprendizaje, ha tomado relevancia desde su inclusión en el Programa para la Evaluación Internacional de los Estudiantes (PISA), una competencia que se construye en base a distintos modelos de educación global como la educación intercultural, la educación para la ciudadanía o la educación para la democracia. Pese al creciente interés por esta competencia, son numerosas las cuestiones que requieren de una refl…
Measuring children’s perceived cost of school science
Development and validation of the Success instrument
Testing assumptions of the Draw-a-Scientist-Test (Dast)
A growing body of research addresses students’ images of scientists using the Draw-a-Scientist-Test (DAST) and its Checklist (DAST-C). These protocols rest on the assumption that stereotypical views of scientists, as identified by the presence of multiple indicators in student drawings (e.g. lab coat, male gender; eyeglasses; facial hair), may affect science career interest. Yet, such an assumption remains unexplored. This study investigated whet…
Confirmation and Structured Inquiry Teaching
Guided and open inquiry stands as a valuable instructional strategy for science education. Yet, confirmation and structured inquiry, which provides higher levels of teacher guidance, is more often enacted. These approaches, though more workable, remain unexplored in their effectiveness in improving achievement motivations. This study draws on expectancy-value theory to explore the effect of short-term confirmation and structured inquiry on studen…
Cross-cultural adaptation of the Science Motivation Questionnaire II (SMQ-II) for Portuguesespeaking Brazilian secondary school students
Introduction: Science motivation is important for students’ scientific literacy. Yet, there is a lack of valid and reliable measurement tools for the Brazilian context. This study presents the Brazilian Portuguese version of the Science Motivation Questionnaire (SMQ-II) and motivational baseline data. Method: The instrument was translated into Brazilian Portuguese using cross-cultural validation procedures. For structural validity evidence, the r…
Ubuingenio
Background: High-ability students require effective educational strategies. This study introduces and evaluates a curriculum enrichment programme aimed at enhancing creativity. The programme is based on a competency framework and was implemented using variations of Project-Based Learning (PBL) strategies. Method: A quasi-experimental design compared two interventions using pre-test and post-test groups. The first intervention (N = 38) involved a …
Cultural Adaptation of the Expectancy-Value-Cost Scale for Spanish-Speaking Students
The Expectancy-Value model has been extensively used to understand students' achievement motivation. However, recent studies propose the inclusion of cost as a separate construct from values, leading to the development of the Expectancy-Value-Cost model. This study aimed to adapt Kosovich et al.’s ( The Journal of Early Adolescence, 35, 5–6, 2015) instrument for assessing achievement motivation in science and math among Spanish-speaking students …
Influencia de las expectativas de éxito en la elección de Formación Profesional o Bachillerato científico-tecnológico
Existe un descenso significativo en el número de estudiantes matriculados en carreras científico-tecnológicas, con notables diferencias de género. Asimismo, cada vez son más los y las estudiantes que continúan sus estudios en la Formación Profesional en lugar del Bachillerato al final de la etapa obligatoria. No se conocen claramente los motivos de esta tendencia, pero parece que las expectativas de los estudiantes y la influencia de su profesora…
Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry
Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of students entering middle school and secondary students at the end of their formal K-12 science education. The purpose of this international project was to us…
Towards a Socio-Constructivist Didactic Model for Integrated STEM Education
As science education shifts toward integrated STEM (Science, Technology, Engineering, and Mathematics) approaches, guidelines for designing teaching and learning episodes that integrate curricular content and procedures from multiple disciplines become increasingly in demand. The existing plethora of conceptualizations of STEM makes difficult such an endeavor, leading to ill-defined lesson plans focused on only two –mainly science and technology …
Factors influencing undergraduates’ ethical use of ChatGPT
The widespread use of large language models, such as ChatGPT, has changed the learning behaviours of undergraduate students, raising issues of academic dishonesty. This study investigates the factors that influence the ethical use of ChatGPT among undergraduates using the recently proposed Theory of Reasoned Goal Pursuit. Through a qualitative elicitation procedure, 26 salient beliefs were identified, representing procurement and approval goals, …
Measuring Self-Efficacy Beliefs in Teaching Inquiry-Based Science and the Nature of Scientific Inquiry
Inquiry-based science teaching (IBST) is a key goal of science education reforms worldwide. Recent research highlights the importance of infusing inquiry teaching with knowledge about the nature of scientific inquiry, and not just focusing on procedural skills to do inquiry. However, such an endeavour requires teachers to have high levels of self-efficacy. Given the lack of valid and reliable measurement instruments for Spanish-speaking teachers,…
Spanish-Speaking Children’s Attitudes Toward School Science
The current research evaluated the psychometric properties of a questionnaire measuring 1st and 2nd graders' attitudes toward school science (CASS). In Study 1, an exploratory factor analysis revealed a two-factor structure, consisting of the 'enjoyableness' and 'self-efficacy' dimensions of school science. This analysis also provided initial evidence of satisfactory internal consistency reliability. In Study 2, confirmatory factor analysis showe…
Are Integrated STEM Educational Reforms at Risk? Teachers' Motivations and Perceived Barriers to Integration
Integrated STEM education (iSTEMe) is increasingly emphasized in educational reforms around the world. These reforms prompted curricular changes in many countries, including Spain. In the Autonomous Community of Valencia, a new curriculum model was introduced that organized both STEM and non‐STEM subjects into broader interdisciplinary domains, designed to be taught through an integrated approach. However, the success of such reforms largely depe…
Desafíos en la conceptualización y medición de la identidad científica
La investigación sobre la identidad científica adolece de una conceptualización y medición consensuadas. El presente estudio valida la versión en español del Cuestionario de Identidad Científica en una muestra de estudiantes de secundaria (N = 498).
Bioacumulación de PS-NPs en cuerpo humano
El objetivo de esta investigación –con fines más amplios– fue describir las características del pensamiento espontáneo de estudiantes sobre el fenómeno natural de interés científico y valor educativo de la bioacumulación de nano-plásticos de poliestireno (PS-NPs) en el cuerpo humano, para su utilización en el diseño de secuencias didácticas.
Integrated STEM Education
Preservice Primary Teachers’ Attitudes Towards STEM Education
Integrated Science, Technology, Engineering, and Mathematics (STEM) education seeks to motivate students by connecting disciplines through practical and contextualised learning, aiming to prepare 21st-century citizens to navigate multicultural environments. However, implementing effective STEM instruction poses significant challenges for teachers, particularly in integrating multiple disciplines. This study examined the impact of professional dev…
From Attitudes to Science Identity
Science identity (SI) has gained increasing prominence in science education research due to its potential role in fostering student engagement, motivation, and persistence in STEM pathways. However, its conceptualization remains varied and contested, complicating both measurement and curricular implementation. The PISA 2025 Science Framework incorporates SI as a new dimension of scientific literacy; yet, its multidimensional conceptualization con…
Examining the Effects of Integrated STEM Education vs. Nonintegrated STEM Education Rigorously
Chen et al. conducted a meta-analysis on the effects of integrated STEM education (iSTEMe) on K–12 achievement, reporting strong evidence of its superiority over traditional STEM instruction. Such a forceful finding given the complexity of iSTEMe led us to approach the meta-analysis with skepticism. Guided by the falsifiability principle, we examined whether the included primary studies met Chen et al.’s own criteria. Two major flaws were found: …
Psychology (13 obras) · Science Education and Pedagogy (10 obras) · Mathematics education (9 obras) · Social Psychology (8 obras) · Science education (6 obras) · Developmental psychology (5 obras) · Psychometrics (5 obras) · Education, Achievement, and Giftedness (4 obras) · Educational Strategies and Epistemologies (4 obras) · Motivation and Self-Concept in Sports (4 obras)