https://hdl.handle.net/20.500.12799/11511 Ponencias publicadas por editoriales arbitradas e indizadas 2026-04-04T04:05:24Z https://hdl.handle.net/20.500.12799/11550 Interest in Scientific and Technological Careers in Peruvian School Students Darcourt Márquez, Alvaro Luis; Ramos, Sadith; Moreano Villena, Giovanna; Hernández, Wilmer The present study analyzed Peruvian students’ expectations to get involved in scientific and technological careers and factors associated with those expectations through the analysis of PISA 2015 data. The expectancy-value theory was taken as framework to analyze science career expectations since it considers individuals’ motivation, self-beliefs and attitudes, variables that have been proved to be influential in career choice. Analytical procedures included confirmatory factor análisis and binary logistic regression. Findings confirmed the importance of gender roles, socioeconomic status and scientific capital in the formation of interest in scientific or technological careers as well as attitudinal and motivational factors, as argued by the expectation-value theory. 2019-01-01T00:00:00Z https://hdl.handle.net/20.500.12799/11527 Augmented Reality Application “HardwareAR” to improve the learning of internal components of a computer Ataucusi Romero, Pablo E.; Ataucusi Romero, Edison; Aquino Cruz, Mario; Arqque Pantigozo, Antonio; Ibarra Cabrera, Manuel J.; Ibarra-Cabrera, Eliana M. The incorporation of multimedia digital tools in learning, supposes in many cases the change of the student’s attitude and motivation towards the contents. Thus, we find how Augmented Reality (AR) is being incorporated into the teaching-learning processes, generating a disruption in the way of understanding the contents to be studied, generating greater motivation in part of the students to develop their learning process. In this sense, this article describes the development of a mobile application with AR, guided based on the fundamentals of user-centered design to be able to be integrated into virtual learning environments. The strategy consisted on showing the content construction and packaging tools of the application with Augmented Reality. As a result, the viability for the use in learning the contents of the internal components of a computer was demonstrated, focused on motivation, understanding, learning and thinking processes for the construction of new knowledge with AR technology, it was possible to conclude through the results achieved that the teachers (specialists) of the area showed a predisposition for the use of the application in their classes. 2021-01-01T00:00:00Z https://hdl.handle.net/20.500.12799/11512 Why Do Peruvian School Students Choose Science and Technology Careers? Darcourt Márquez, Alvaro Luis; Ramos, Sadith; Moreano Villena, Giovanna; Hernández Cabrera, Wilmer The present study examined the interest of Peruvian school students in careers related to science and technology and the variables that predict such interest. PISA 2015 data was used for this purpose. Students’ expectations for pursuing scientific careers were identified by asking the occupation they expect to be working in by the age of 30. The results were interpreted in the light of the expectancy-value theory, a model that emphasizes attitudes towards goals and the self in explaining self-directed behavior. Accordingly, constructs as instrumental motivation, achievement motivation, science self-efficacy, and interest in broad science topics were studied to understand students’ interest in scientific occupations. The analysis strategy included descriptive analysis, confirmatory factor analysis, binary logistic regression, and interaction effects. The results confirmed the international trend wherein being a woman is associated with lower possibilities of choosing a scientific career. In the same way, socioeconomic status and scientific capital were positive related to scientific career expectations. Both findings might suggest equity issues affecting students’ expectations for scientific and technological occupations. Finally, attitudinal and motivational aspects, especially instrumental motivation, demonstrated to play a role in the intention to study science and technology careers. Recommendations for science teaching in schools and study limitations are addressed. 2019-01-01T00:00:00Z