Scientific Competence in Developing Countries: Determinants and Relationship to the Environment

In 2015, the United Nations General Assembly adopted Agenda 2030 to guarantee sustainable, peaceful, prosperous, and just life, establishing 17 Sustainable Development Goals (SDGs). According to this declaration, pursuing the path of sustainable development requires a profound transformation in how...

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Autores principales:	José Mauricio Chávez Charro, Isabel Neira, Maricruz Lacalle-Calderon
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	scientific competence SDG PISA-D multilevel Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
Acceso en línea:	https://doaj.org/article/2313e2251511458eb96f3906cb2da415
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spelling	oai:doaj.org-article:2313e2251511458eb96f3906cb2da4152021-11-25T19:01:04ZScientific Competence in Developing Countries: Determinants and Relationship to the Environment10.3390/su1322124392071-1050https://doaj.org/article/2313e2251511458eb96f3906cb2da4152021-11-01T00:00:00Zhttps://www.mdpi.com/2071-1050/13/22/12439https://doaj.org/toc/2071-1050In 2015, the United Nations General Assembly adopted Agenda 2030 to guarantee sustainable, peaceful, prosperous, and just life, establishing 17 Sustainable Development Goals (SDGs). According to this declaration, pursuing the path of sustainable development requires a profound transformation in how we think and act. People must have scientific competences—not only knowledge of science, but also skills, values, and attitudes toward science that enable them to contribute to the goals proposed. This overall approach, known as Education for Sustainable Development (EDS), is crucial to achieving the SDGs. Scientific competences not only depend on what students learn in their countries’ formal education systems but also on other factors in the environment in which the students live. This study aims to identify the factors that determine scientific competence in students in developing countries, paying special attention to the social and cultural capital and the environmental conditions in the environment in which they live. To achieve this goal, we used data provided by PISA-D in the participating countries—Cambodia, Ecuador, Guatemala, Honduras, Paraguay, and Senegal—and multilevel linear modelling. The results enable us to conclude that achieving scientific competence also depends on the social and cultural capital of the student’s family and on the cultural and social capital of the schools. The higher the score in these forms of capital, the greater the achievement in sciences.José Mauricio Chávez CharroIsabel NeiraMaricruz Lacalle-CalderonMDPI AGarticlescientific competenceSDGPISA-DmultilevelEnvironmental effects of industries and plantsTD194-195Renewable energy sourcesTJ807-830Environmental sciencesGE1-350ENSustainability, Vol 13, Iss 12439, p 12439 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	scientific competence SDG PISA-D multilevel Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
spellingShingle	scientific competence SDG PISA-D multilevel Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350 José Mauricio Chávez Charro Isabel Neira Maricruz Lacalle-Calderon Scientific Competence in Developing Countries: Determinants and Relationship to the Environment
description	In 2015, the United Nations General Assembly adopted Agenda 2030 to guarantee sustainable, peaceful, prosperous, and just life, establishing 17 Sustainable Development Goals (SDGs). According to this declaration, pursuing the path of sustainable development requires a profound transformation in how we think and act. People must have scientific competences—not only knowledge of science, but also skills, values, and attitudes toward science that enable them to contribute to the goals proposed. This overall approach, known as Education for Sustainable Development (EDS), is crucial to achieving the SDGs. Scientific competences not only depend on what students learn in their countries’ formal education systems but also on other factors in the environment in which the students live. This study aims to identify the factors that determine scientific competence in students in developing countries, paying special attention to the social and cultural capital and the environmental conditions in the environment in which they live. To achieve this goal, we used data provided by PISA-D in the participating countries—Cambodia, Ecuador, Guatemala, Honduras, Paraguay, and Senegal—and multilevel linear modelling. The results enable us to conclude that achieving scientific competence also depends on the social and cultural capital of the student’s family and on the cultural and social capital of the schools. The higher the score in these forms of capital, the greater the achievement in sciences.
format	article
author	José Mauricio Chávez Charro Isabel Neira Maricruz Lacalle-Calderon
author_facet	José Mauricio Chávez Charro Isabel Neira Maricruz Lacalle-Calderon
author_sort	José Mauricio Chávez Charro
title	Scientific Competence in Developing Countries: Determinants and Relationship to the Environment
title_short	Scientific Competence in Developing Countries: Determinants and Relationship to the Environment
title_full	Scientific Competence in Developing Countries: Determinants and Relationship to the Environment
title_fullStr	Scientific Competence in Developing Countries: Determinants and Relationship to the Environment
title_full_unstemmed	Scientific Competence in Developing Countries: Determinants and Relationship to the Environment
title_sort	scientific competence in developing countries: determinants and relationship to the environment
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/2313e2251511458eb96f3906cb2da415
work_keys_str_mv	AT josemauriciochavezcharro scientificcompetenceindevelopingcountriesdeterminantsandrelationshiptotheenvironment AT isabelneira scientificcompetenceindevelopingcountriesdeterminantsandrelationshiptotheenvironment AT maricruzlacallecalderon scientificcompetenceindevelopingcountriesdeterminantsandrelationshiptotheenvironment
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Scientific Competence in Developing Countries: Determinants and Relationship to the Environment

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