RT Journal Article
T1 Design and validation of the scales of a Spanish-adapted questionnaire to measure pre-service teachers' perceptions about inquiry-based science education
A1 Luque-Jiménez, Jorge
A1 García-Ruiz, Cristina
A1 Lupión-Cobos, Teresa
A1 Blanco-López, Ángel
A1 Blanco-López, 
K1 Ciencias - Estudio y enseñanza
K1 Profesores - Formación profesional
AB This research focused on the pre-service science teachers’ perceptions of Inquiry-Based Science Education (IBSE) in Spanish speaking contexts. Drawing on the PRIMAS questionnaire and extensive adaptations, the PTIP questionnaire, a 25-item instrument was developed to gauge pre-service teachers’ perspectives on IBSE. The questionnaire effectively measures four dimensions through rigorous statistical validation: IBSE teaching practice, IBSE students’ applicability, and internal and external difficulties associated with the inquiry approach. Employing K-means cluster analysis, three distinct profiles emerged, elucidating pre-service teachers’ varying perceptions and readiness to embrace IBSE. Profile A embodies fervent advocates of IBSE, while profile B and C showcases strong support with moderate reservations about its challenges and a more ambivalent stance, respectively. This research contributes a valuable tool for understanding and enhancing pre-service teacher education, fostering the adoption of IBSE
PB Taylor & Francis (International Journal of Science Education)
YR 2024
FD 2024
LK https://hdl.handle.net/10630/34595
UL https://hdl.handle.net/10630/34595
LA eng
NO Luque-Jiménez, J., García-Ruiz, C., Lupión-Cobos, T., & Blanco-López, Á. (2024). Design and validation of the scales of a Spanish-adapted questionnaire to measure pre-service teachers’ perceptions about inquiry-based science education. International Journal of Science Education, 1–21. https://doi.org/10.1080/09500693.2024.2381838
NO This work is part of the R+D+i Project ‘Development and monitoring of pre-service and novice science teachers’ teaching identity. Study of the influence of the inquiry processes, emotional and gender profiles’ reference PID2022-140001OA-I00, funded by MCIN/AEI/10.13039/501100011033/FEDER, UE and the FSE+, and the research project B1-2020-23 funded by the Universidad de Malaga. Dr García-Ruiz thanks the RYC2020 programme, financed by the State Research Agency and the European Social Fund (reference: RYC2020- 029033-I/AEI/10.13039/501100011033). Mr Luque-Jiménez thanks to the reference project RYC2020-029033-I for the research contract received (CI-22-120), co-financed by the State Research Agency and the European Social Fund. We thank Prof. Oliva Martínez for the statistical advice and support in preparing the manuscript.
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 20 ene 2026