2026-06-03T17:02:45Zhttps://riuma.uma.es/rest/oai/request

oai:riuma.uma.es:10630/317692026-02-03T10:52:02Zcom_10630_2254col_10630_37953

00925njm 22002777a 4500 dc García-Ruiz, Cristina author Lupión-Cobos, Teresa author Blanco-López, Ángel author 2022-10-26 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. 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 https://hdl.handle.net/10630/31769 10.29333/ejmste/12578 Profesores de ciencias - Formación profesional Ciencias - Estudio y enseñanza Investigación activa en educación Effects of an inquiry-based science education training program on pre-service teachers. A mixed-methods case study.