RT Journal Article
T1 Pre-service teachers' progression in incorporating science in social context in the classroom
A1 Vílchez, José Eduardo
A1 Vílchez‑González, José Miguel
A1 Campillos Ladero, Rafael
A1 Ezquerra Martínez, Ángel
AB Science and technology play an essential role in our daily lives, requiring adequate training for citizens and future teachers. In this sense, the way in which science is shown and perceived by society—and by teachers in training—should be part of the professional knowledge of teachers. This study set out to describe and analyse the progression of pre-service primary teachers’ learning during an initial teacher education course on how to incorporate science present in the social context into the classroom. The sample consisted of 494 pre-service teachers from four Spanish universities. An analysis was carried out with both qualitative and quantitative approaches on the incorporation of science in society in its didactic proposals. Data were collected at the beginning and at the end of the training course. It was found that the majority (66%) improved in some of the dimensions analysed, although unevenly. The best advances were obtained in methodological aspects and in the orientation of activities. It was possible, through the analysis, to determine intermediate levels of learning, between the starting level and the highest level. Furthermore, positive correlations have been found between the progressions of the typology, justification, orientation of activities and objectives of the students’ pedagogical proposals. These results, in addition to facilitating students’ self-reflection, should allow their training needs to be anticipated: (1) orienting activities towards the identification of the science present in society and (2) working on ways to incorporate it into their future teaching.
PB Springer Nature
SN 1573-1901
YR 2024
FD 2024-11-04
LK https://hdl.handle.net/20.500.14352/135031
UL https://hdl.handle.net/20.500.14352/135031
LA eng
NO Vílchez, J. E., Vílchez-González, J. M., Campillos, R., & Ezquerra, A. (2025). Pre-service Teachers” Progression in Incorporating Science in Social Context in the Classroom. Science and Education, 34(5), 3531-3549. https://doi.org/10.1007/S11191-024-00578-0
NO This work has been funded by the project Identification of Scientific Contexts in Society, Tools for Teachers and Citizens (SCIxSOC) (RTI2018-094303-A-I00) of the Ministry of Science, Innovation and Universities, Spain, the State R&D&I Program Oriented to the Challenges of the Society, and the State Plan for Scientific and Technical Research and Innovation, 2019\u20132021.Referencias bibliográficas: •	Abell, S. K. (2007). Research on science teacher knowledge. In S. K. Abell & N. Lederman (Eds.), Handbook of Research on Science Education. Lawrence Erlbaum Associates, pp. 1105–1149. https://doi.org/10.4324/9780203824696•	J.T.L. Anderson E.L. Howell M.A. Xenos D.A. Scheufele D. Brossard Learning without seeking? Incidental exposure to science news on social media & knowledge of gene editing Journal of Science Communication 20 04 A01 10.22323/2.20040201•	L. 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NO Ministerio de Ciencia e Innovación (España)
DS Docta Complutense
RD 8 jun 2026