<?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>S1405-66662020000401013</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Desigualdades de género en la educación para el cambio climático. Estudio de caso: México y España]]></article-title>
<article-title xml:lang="en"><![CDATA[Gender Inequalities in Climate Change Education. A Case Study: Mexico and Spain]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Vinuesa]]></surname>
<given-names><![CDATA[Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<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[Iglesias da Cunha]]></surname>
<given-names><![CDATA[María Lucía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Santiago de Compostela Departamento de Pedagogía y Didáctica ]]></institution>
<addr-line><![CDATA[Santiago de Compostela ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<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>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>25</volume>
<numero>87</numero>
<fpage>1013</fpage>
<lpage>1041</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662020000401013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662020000401013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662020000401013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La investigación educativa en torno a la educación ambiental y la enseñanza de las ciencias identifica diferencias en el conocimiento de mujeres y hombres sobre tópicos científicos y ambientales, siendo mayor el conocimiento declarado por ellos. Igualmente, las mujeres suelen percibir un mayor grado de riesgo ante eventos que conllevan peligros. Este artículo presenta un estudio de casos con población estudiantil mexicana (N= 300) y española (N= 300) de entre 15 y 18 años, para explorar estas premisas. Se empleó un cuestionario de respuesta cerrada sobre conocimientos y riesgos del cambio climático. Los resultados no permiten establecer una relación causal entre género, conocimientos y percepciones, aunque sí permiten visibilizar que el género, como construcción social y cultural, influye en la adquisición de ciertos conocimientos y en la valoración de riesgos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Educational research on environmental education and science teaching identifies differences in men's and women's knowledge of scientific and environmental topics. Men declare having greater knowledge, and women tend to perceive greater risk in events involving hazards. This article explores these premises through a case study of a group of students in Mexico (N= 300) and in Spain (N= 300), ages 15-18. The students answered closed-ended questions about their knowledge and the risks of climate change. The results do not permit establishing a causal relationship between gender and knowledge or perceptions, although they reveal that gender, as a social and cultural construction, influences the acquisition of certain knowledge and the assessment of risks.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación ambiental]]></kwd>
<kwd lng="es"><![CDATA[cambio climático]]></kwd>
<kwd lng="es"><![CDATA[género]]></kwd>
<kwd lng="es"><![CDATA[estudiantes]]></kwd>
<kwd lng="es"><![CDATA[riesgo]]></kwd>
<kwd lng="en"><![CDATA[environmental education]]></kwd>
<kwd lng="en"><![CDATA[climate change]]></kwd>
<kwd lng="en"><![CDATA[gender: students]]></kwd>
<kwd lng="en"><![CDATA[risk]]></kwd>
</kwd-group>
</article-meta>
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