RT Journal Article
T1 Perceptions of pre-service secondary science teachers on inquiry-based science education: An analysis of the demographic variables.
A1 García-Ruiz, Cristina
A1 Lupión-Cobos, Teresa
A1 Blanco-López, Ángel
K1 Ciencia - Estudio y enseñanza
K1 Profesores de ciencias - Formación profesional
K1 Investigación activa en educación
AB Implementing the inquiry approach in the science classroom represents a challenge for pre-service secondary scienceteachers due to the perceptions they build around inquiry and determine their future teaching practice. In this work, weanalyse the perceptions of 46 students of the science specialities of the Master’s Degree in Secondary Education Teaching,using the design of a questionnaire adapted from the PRIMAS project. The results obtained show some initial perceptionsof the participants with a very homogeneous profile for the variables analysed, finding them favourable to the inquiry asa teaching approach, although showing some concrete difficulties. We also found some statistically significant differencesregarding gender and previous academic and teaching experience. However, the prior research background associatedwith the science and technological degrees completed by the participants seemed not to affect their perception aboutinquiry. We finally raise some implications of the results obtained and give some orientation that might be useful for theinitial training of secondary science teachers.
PB Bastas
YR 2021
FD 2021-10
LK https://hdl.handle.net/10630/31807
UL https://hdl.handle.net/10630/31807
LA eng
NO García-Ruiz, C., Lupión-Cobos, T., y Blanco-López, Á. (2021). Perceptions of Pre-Service Secondary Science Teachers on Inquiry-Based Science Education: An Analysis of the Demographic Variables. European Journal of Science and Mathematics Education, 9(4), 168-182. https://doi.org/10.30935/scimath/11205
NO This study is part of the project PID2019-105765GA-I00 “Citizens with critical thinking: a challenge for teachers inscience 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 secondaryeducation teachers through a specific inquiry training program in the MEd”, funded by the University of Málaga. Dr García-Ruiz thanks the “Plan Propio” of the University of Málaga for the postdoctoral grant received.
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 20 ene 2026