RT Conference Proceedings
T1 Analysis of the curricular emphasis preferences of preservice science teachers in Chile and Spain.
A1 Moraga-Toledo, Sylvia
A1 García-Ruiz, María Cristina
A1 Lupión-Cobos, Teresa
K1 Enseñanza activa
K1 Profesores - Formación profesional
AB In context-based science education, the concept of curricular emphasis exhibits a particular interest to teachers, as it helps to identify what they consider science education to be. Therefore, in this work, we present a quantitative study on the curricular emphasis preferences from two educational context, Chile and Spain. Using a Likert-type questionnaire as a research instrument, we comparatively analyze the choices of 40 pre-service science teachers from Physics and Chemistry, identifying similarities and differences between both countries. The results show a clear preference for the emphasis on Science, Technology and Society, even though the contrasts of the two educational systems and the profile of the pre-service teachers.
YR 2021
FD 2021
LK https://hdl.handle.net/10630/32112
UL https://hdl.handle.net/10630/32112
LA eng
NO Moraga-Toledo, S., García-Ruiz, C., y Lupión-Cobos, T. (2021). Analysis of the curricular emphasis preferences of preservice science teachers in Chile and Spain. En G. S. Carvalho, A. S. Afonso, y Z. Anastácio (eds.). Fostering scientific citizenship in an uncertain world (Proceedings of ESERA2021). Part 13 (co-ed. M. Evagorou, y R. Jiménez-Liso) (pp. 1014-1019). CIEC, University of Minho
NO This study is part of the 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. Dr García-Ruiz thanks the “Plan Propio” of the University of Málaga for the postdoctoral grant received. Project funded by the General Directorate of Research of the Universidad de Playa Ancha. Regular competition 2019, key CNE 10-2021Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech.
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 20 ene 2026