<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582018000300068</article-id>
<article-id pub-id-type="doi">10.15359/ree.22-3.4</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Fuentes de conocimiento en la identificación y preferencias de fauna en niñez de contextos rurales y urbanos]]></article-title>
<article-title xml:lang="en"><![CDATA[Sources of Knowledge in Preferences and Identification of Fauna in Children of Rural and Urban Contexts]]></article-title>
<article-title xml:lang="pt"><![CDATA[Fontes de conhecimento na idade da infância, na identificação e preferências da fauna, nos contextos rurais e urbanos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres-Merchan]]></surname>
<given-names><![CDATA[Nidia Yaneth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salcedo-Plazas]]></surname>
<given-names><![CDATA[Luis Alfonso]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Becerra-Niño]]></surname>
<given-names><![CDATA[Angela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valderrama]]></surname>
<given-names><![CDATA[Wilson]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica y Tecnológica de Colombia  ]]></institution>
<addr-line><![CDATA[ Tunja]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Pedagógica y Tecnológica de Colombia  ]]></institution>
<addr-line><![CDATA[Tunja ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Pedagógica y Tecnológica de Colombia  ]]></institution>
<addr-line><![CDATA[Tunja ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Pedagógica y Tecnológica de Colombia  ]]></institution>
<addr-line><![CDATA[Tunja ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>22</volume>
<numero>3</numero>
<fpage>68</fpage>
<lpage>84</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582018000300068&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582018000300068&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582018000300068&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analiza la influencia de los medios de comunicación en el conocimiento de algunas especies de animales en estudiantes de educación primaria, por tanto, se valoran las percepciones que trasmiten las imágenes sobre grupos taxonómicos de fauna en 249 niños y niñas de básica primaria de contextos rurales y urbanos con edades de 7 a 13 años. Para ello, se utilizaron dos presentaciones en PowerPoint, en las que se muestran imágenes de especies endémicas y no endémicas, de los siguientes grupos taxonómicos: reptiles, anfibios, aves y artrópodos. A partir de estas se diseñaron matrices con diferentes opciones de respuesta para registro de la información de acuerdo con dos preguntas: ¿Dónde ha visto el animal? ¿Lo considera agradable o desagrabable? Se encuentra que, en el escenario urbano y rural, la televisión y el internet son los medios que permiten mayor identificación de las especies presentadas. En relación con las percepciones del estudiantado, se muestra mayor agrado por especies de mamíferos y aves. Estos datos permiten inferir la influencia que pueden ejercer los medios de comunicación en el conocimiento de la biodiversidad y el fomento del cuidado hacia la naturaleza.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyzes the influence of mass media on primary school students when studying animal species. Images on taxonomic groups of wildlife transmit perceptions. Therefore, these transmitted perceptions are examined in 249 children from rural and urban elementary school aged 7 to 13 years old. This analysis used two PowerPoint presentations with images of endemic and non-endemic species. It is found that in urban and rural contexts, television and Internet are the means for further identification of the species presented. Concerning the perceptions, students have a preference for mammals and birds species. These data allow inferring the influence media can have on the knowledge of biodiversity and the promotion of care towards nature.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo analisa a influência dos meios de comunicação no conhecimento das crianças do ensino fundamental sobre algumas espécies animais. Portanto, valorizam-se as percepções transmitidas pelas imagens sobre grupos taxonômicos da fauna em 249 crianças do ensino fundamental, de contextos rural e urbano, com idades de 7 a 13 anos. Para isso, se utilizaram duas apresentações PowerPoint onde são mostradas imagens de espécies endêmicas e não endêmicas, dos seguintes grupos taxonômicos: répteis, anfíbios, aves e artrópodes. A partir dessas, desenharam-se matrizes com diferentes opções de resposta para o registro das informações de acordo com duas questões: Onde o animal foi visto? Você considera isso agradável ou desagradável? Como resultado, no cenário urbano e rural, a televisão e a internet são os meios que permitem maior identificação das espécies apresentadas. Em relação com as percepções dos estudantes, indicam maior agrado para espécies de mamíferos e aves. Estes dados permitem inferir a influência que podem exercer os meios de comunicação sobre o conhecimento da biodiversidade e a promoção do cuidado com a natureza.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Conservación]]></kwd>
<kwd lng="es"><![CDATA[carismático]]></kwd>
<kwd lng="es"><![CDATA[no carismático]]></kwd>
<kwd lng="es"><![CDATA[medios de comunicación]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="en"><![CDATA[Conservation]]></kwd>
<kwd lng="en"><![CDATA[charismatic]]></kwd>
<kwd lng="en"><![CDATA[not charismatic]]></kwd>
<kwd lng="en"><![CDATA[media]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="pt"><![CDATA[Conservação]]></kwd>
<kwd lng="pt"><![CDATA[carismático, não carismático]]></kwd>
<kwd lng="pt"><![CDATA[meios de comunicação]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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