<?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>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662017000200505</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Representaciones sociales sobre cambio climático en dos grupos de estudiantes de educación secundaria de España y bachillerato de México]]></article-title>
<article-title xml:lang="en"><![CDATA[Social Representations of Climate Change in a Group of Secondary School Students in Spain and a Group of High School Students in Mexico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bello Benavides]]></surname>
<given-names><![CDATA[Laura Odila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Meira Cartea]]></surname>
<given-names><![CDATA[Pablo Ángel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González Gaudiano]]></surname>
<given-names><![CDATA[Édgar J.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Veracruzana Instituto de Investigaciones en Educación ]]></institution>
<addr-line><![CDATA[Xalapa Veracruz]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Santiago de Compostela Facultad de Ciencias de la Educación Departamento de Teoría de la Educación, Historia de la Educación y Pedagogía Social]]></institution>
<addr-line><![CDATA[Santiago de Compostela ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Veracruzana Instituto de Investigaciones en Educación ]]></institution>
<addr-line><![CDATA[Xalapa Veracruz]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>22</volume>
<numero>73</numero>
<fpage>505</fpage>
<lpage>532</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662017000200505&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662017000200505&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662017000200505&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo de la investigación que se presenta fue analizar y contrastar las representaciones sociales (RS) sobre cambio climático (CC) de estudiantes de secundaria y bachillerato de España y México. La metodología fue de corte cualitativo, utilizando esquemas gráficos y entrevistas semiestructuradas, con un enfoque procesual. Los hallazgos revelan la construcción de diversos tipos de RS, predominando, en ambos grupos, la que privilegia información sobre aspectos biofísicos del CC. Esta cualidad común deriva de procesos globalizados de difusión del fenómeno. También, en porcentajes similares, ambos grupos expresan una visión lejana acerca de sus afectaciones. En la mayoría de los casos reconocen la influencia antrópica en el CC y las consecuencias en el medio natural. Asimismo, se advierte el influjo del discurso mediático sobre el fenómeno.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The objective of the current study was to analyze and contrast the social representations of climate change among secondary students in Spain and high school students in Mexico. The methodology was qualitative and used graphic systems and semi-structured interviews, with a procedural approach. The findings reveal the construction of diverse types of social representations, and predominant in both groups are representations that favor information on the biophysical aspects of climate change: a result of globalized processes involving the spread of information about the phenomenon. Both groups also express, in similar percentages, a distant view of the affects of climate change. Most cases recognize the anthropic influence on climate change and the consequences for the environment. In addition, media involvement in the phenomenon is recognized.]]></p></abstract>
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<kwd lng="es"><![CDATA[educación media]]></kwd>
<kwd lng="es"><![CDATA[educación media superior]]></kwd>
<kwd lng="en"><![CDATA[social representation]]></kwd>
<kwd lng="en"><![CDATA[environmental education]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
<kwd lng="en"><![CDATA[high school education]]></kwd>
</kwd-group>
</article-meta>
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