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oai:docta.ucm.es:20.500.14352/1350312026-04-24T23:55:50Zcom_20.500.14352_14col_20.500.14352_15

Vílchez, José Eduardo Vílchez‑González, José Miguel Campillos Ladero, Rafael Ezquerra Martínez, Ángel 2026-04-24T09:24:12Z 2026-04-24T09:24:12Z 2024-11-04 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 1573-1901 10.1007/s11191-024-00578-0 https://hdl.handle.net/20.500.14352/135031 0926-7220 https://doi.org/10.1007/s11191-024-00578-0 https://produccioncientifica.ucm.es/documentos/673a635610dcc339fb2b3f21 https://www.webofscience.com/wos/woscc/full-record/WOS:001347285800002 https://www.webofscience.com/wos/woscc/full-record/WOS:001347285800002 https://link.springer.com/article/10.1007/s11191-024-00578-0 https://scholar.google.com/scholar_lookup?title=Pre-service+Teachers%27+Progression+in+Incorporating+Science+in+Social+Context+in+the+Classroom&author=V%C3%ADlchez%2CJ.E.&author=V%C3%ADlchez-Gonz%C3%A1lez%2CJ.M.&author=Campillos%2CR.&author=Ezquerra%2CA.&publication_year=2025&journal=Science+and+Education&volume=34&issue=5&pages=3531-3549&doi=10.1007/S11191-024-00578-0&issn=1573-1901&hl=es 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. eng http://creativecommons.org/licenses/by-nc-nd/4.0/ metadata only access Attribution-NonCommercial-NoDerivatives 4.0 International Pre-service teachers' progression in incorporating science in social context in the classroom journal article