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oai:riuma.uma.es:10630/321122026-02-03T12:29:07Zcom_10630_2254col_10630_37959

00925njm 22002777a 4500 dc Moraga-Toledo, Sylvia author García-Ruiz, María Cristina author Lupión-Cobos, Teresa author 2021 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. 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 https://hdl.handle.net/10630/32112 Enseñanza activa Profesores - Formación profesional Analysis of the curricular emphasis preferences of preservice science teachers in Chile and Spain.