RT Journal Article
T1 Effects of an inquiry-based science education training program on pre-service teachers. A mixed-methods case study.
A1 García-Ruiz, Cristina
A1 Lupión-Cobos, Teresa
A1 Blanco-López, Ángel
K1 Profesores de ciencias - Formación profesional
K1 Ciencias - Estudio y enseñanza
K1 Investigación activa en educación
AB The purpose of this research is to evaluate the impact of a one-semester training program on the teaching profile of five pre-service secondary science teachers, following a case study that allows us to focus closely on their perceptions related to inquiry-based science education (IBSE). Through a mixed-methods analysis of a variety of qualitative and quantitative research instruments, we aim to identify the changes in the pre-service teachers’ IBSE educational achievements in terms of their capability to effectively design inquiry activities, as well as in the perceptions affecting their teaching practice concerning emotions and self-efficacy. After a general overview of the results, we provide a specific vision for each participant, and present the conclusions regarding the acceptable level developed in both inquiry learning and teaching. Finally, we analyze the possible links between all the factors considered (perceptions, emotions, and design performance) and put forward several suggestions for professional development programs.
PB Modestum
YR 2022
FD 2022-10-26
LK https://hdl.handle.net/10630/31769
UL https://hdl.handle.net/10630/31769
LA eng
NO García-Ruiz, C., Lupión-Cobos, T. and Blanco-López, A. (2022). Effects of an inquiry-based science education training programme on pre-service teachers. A mixed-methods case study. Eurasia Journal of Mathematics, Science and Technology Education, 18(12), 2186. https://doi.org/10.29333/ejmste/12578
NO This study is part of the R&D project PID2019-105765GA-I00 “Citizens with critical thinking: A challenge for teachers in science education”, funded by the Spanish National R&D Plan, through its 2019 research call, and the project B1-2020-23 “Development and monitoring of the teaching identity of physics and chemistry pre-service and in-service secondary education teachers through a specific inquiry training program in the MEd”, funded by the University of Málaga. Dr García-Ruiz wassupported by the RYC program 2020, funded by the State Research Agency and the European Social Fund (reference: RYC2020-029033-I/AEI/ 10.13039/501100011033).
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 20 ene 2026