<?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>S1409-42582022000300237</article-id>
<article-id pub-id-type="doi">10.15359/ree.26-3.14</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estudiantes del bachillerato y cambio climático. Un estudio desde las representaciones sociales]]></article-title>
<article-title xml:lang="en"><![CDATA[High school students and climate change. A study from social representations]]></article-title>
<article-title xml:lang="pt"><![CDATA[Estudantes do ensino médio e mudanças climáticas. Um estudo a partir de representações sociais]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Calixto-Flores]]></surname>
<given-names><![CDATA[Raúl]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica Nacional  ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>26</volume>
<numero>3</numero>
<fpage>237</fpage>
<lpage>255</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582022000300237&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582022000300237&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582022000300237&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción.  El estudiantado de bachillerato no es ajeno al cúmulo de información que día con día se transmite por los diferentes medios respecto a los problemas ambientales; en este contexto el estudiantado configura las representaciones sociales sobre el cambio climático.  Metodología. La investigación se desarrolló desde la perspectiva cualitativa congruente con el enfoque procesual de las representaciones sociales; se utilizaron varias técnicas para la recolección de la información escrita y verbal del estudiantado: evocación libre, carta asociativa, dibujo-narrativa y escala de actitudes. Se triangula la información obtenida, se analizan los testimonios textuales y las frecuencias de respuestas, se sistematizan e interpretan los resultados.  Resultados.  En el estudiantado se observa que las representaciones sociales contienen pocos conocimientos científicos, abundan las nociones y opiniones, además poseen y reflejan el sentido de actitudes favorables hacia el medio ambiente.  Discusión.  Los resultados son semejantes a los obtenidos en otras investigaciones, algunas nociones equivocadas sobre el cambio climático (consecuencias-causas), que persisten e incluso aumentan cuando tienen más edad. También se observan similitudes con otros estudios sobre la prevalencia de varias confusiones en sus representaciones sociales, por ejemplo, entre tiempo y clima y el agujero en la capa de ozono como consecuencia del cambio climático. Pero a diferencia de otros estudios, en esta investigación se observa, en los testimonios del estudiantado, la influencia de la educación ambiental en la conformación de las actitudes favorables hacia el medio ambiente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction.  High school students are not strangers to the accumulation of information transmitted day by day on different media regarding environmental problems. Under this context, students shape social representations of climate change.  Methodology. The research was conducted from a qualitative perspective, following the processual approach to social representations. The following techniques were used to collect written and verbal information from students: free evocation, associative chart, narrative drawing, and a scale of attitudes. The information obtained was triangulated, the textual testimonies and the frequencies of responses were analyzed, and the results were systematized and interpreted.  Results. It is observed that the students&#8217; social representations contain poor scientific knowledge, notions and opinions abound in them, and they also have and reflect a sense of favorable attitudes towards the environment.  Discussion.  The results are like those obtained in other investigations, and some mistaken notions about climate change (consequences-causes) persist and even increase as people grow older. In addition, the prevalence of several confusions in their social representations is observed, for example, between weather and climate and the hole in the ozone layer due to climate change. Unlike other studies, in this research, the influence of environmental education in shaping favorable attitudes towards the environment is perceived in the students&#8217; testimonies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução.  Os estudantes do ensino médio não ignoram o acúmulo de informações que diariamente são veiculadas pelos diversos meios de comunicação sobre os problemas ambientais; nesse contexto, os estudantes configuram representações sociais sobre as mudanças climáticas.  Metodologia.  A pesquisa foi desenvolvida a partir de uma perspectiva qualitativa congruente com a abordagem processual das representações sociais; diversas técnicas foram utilizadas para coletar informações escritas e verbais dos estudantes: evocação livre, carta associativa, desenho narrativo e escala de atitude. As informações obtidas são trianguladas, os depoimentos textuais e as frequências das respostas são analisados, os resultados são sistematizados e interpretados.  Resultados.  Nos estudantes observa-se que as representações sociais contêm pouco conhecimento científico, abundam noções e opiniões, além de possuir e refletir o sentido de atitudes favoráveis ao meio ambiente.  Discussão. Os resultados obtidos são semelhantes aos obtidos em outras pesquisas, algumas noções equivocadas sobre as mudanças climáticas (causas e consequências), que persistem e até aumentam com a idade. Semelhanças também são observadas com outros estudos sobre a prevalência de várias confusões em suas representações sociais, por exemplo, entre tempo e clima e o buraco na camada de ozônio como consequência das mudanças climáticas. Mas ao contrário de outros estudos, nesta pesquisa a influência da educação ambiental na formação de atitudes favoráveis em relação ao meio ambiente é observada nos depoimentos dos estudantes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Representaciones sociales]]></kwd>
<kwd lng="es"><![CDATA[cambio climático]]></kwd>
<kwd lng="es"><![CDATA[educación ambiental]]></kwd>
<kwd lng="es"><![CDATA[estudiantes]]></kwd>
<kwd lng="es"><![CDATA[bachillerato]]></kwd>
<kwd lng="en"><![CDATA[Social representations]]></kwd>
<kwd lng="en"><![CDATA[climate change]]></kwd>
<kwd lng="en"><![CDATA[environmental education]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="en"><![CDATA[high school]]></kwd>
<kwd lng="pt"><![CDATA[Representações sociais]]></kwd>
<kwd lng="pt"><![CDATA[mudança climática]]></kwd>
<kwd lng="pt"><![CDATA[educação ambiental]]></kwd>
<kwd lng="pt"><![CDATA[estudantes]]></kwd>
<kwd lng="pt"><![CDATA[ensino médio]]></kwd>
</kwd-group>
</article-meta>
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