2026-05-28T09:33:07Zhttps://riuma.uma.es/rest/oai/request

oai:riuma.uma.es:10630/228302026-02-03T12:19:19Zcom_10630_2254col_10630_37959

Influence of the role defended during a role-playing on pre-service elementary science teachers' scientific knowledge Cruz-Lorite, Isabel María Cebrián-Robles, Daniel Acebal, María del Carmen Blanco-López, Ángel Educación This work shows a study about the influence of the role defended during the participation in a role-playing game about nuclear energy on the pre-service elementary science teachers’ scientific knowledge. 74 pre-service teachers participated in four role-playing games and a mixed approach was followed for data analysis, through a pre-test/post-test. The results suggest that the pre-service teachers who had to defend a role with a position against their personal point of view could achieve greater scientific knowledge learning. Furthermore, some limitations of this study are discuss. 2021-09-14T07:46:41Z 2021-09-14T07:46:41Z 2021-09-14T07:46:41Z 2021 conference output https://hdl.handle.net/10630/22830 eng 14th Conference of the European Science Education Research Association (ESERA 2021) Braga, Portugal. 30/08/21-03/09/21 http://creativecommons.org/licenses/by-nc-nd/4.0/ open access Attribution-NonCommercial-NoDerivatives 4.0 Internacional