2026-05-31T14:26:03Zhttps://riuma.uma.es/rest/oai/request

oai:riuma.uma.es:10630/345952026-02-03T10:59:49Zcom_10630_2254col_10630_37953

Design and validation of the scales of a Spanish-adapted questionnaire to measure pre-service teachers' perceptions about inquiry-based science education Luque-Jiménez, Jorge García-Ruiz, Cristina Lupión-Cobos, Teresa Blanco-López, Ángel Blanco-López Ciencias - Estudio y enseñanza Profesores - Formación profesional This research focused on the pre-service science teachers’ perceptions of Inquiry-Based Science Education (IBSE) in Spanish speaking contexts. Drawing on the PRIMAS questionnaire and extensive adaptations, the PTIP questionnaire, a 25-item instrument was developed to gauge pre-service teachers’ perspectives on IBSE. The questionnaire effectively measures four dimensions through rigorous statistical validation: IBSE teaching practice, IBSE students’ applicability, and internal and external difficulties associated with the inquiry approach. Employing K-means cluster analysis, three distinct profiles emerged, elucidating pre-service teachers’ varying perceptions and readiness to embrace IBSE. Profile A embodies fervent advocates of IBSE, while profile B and C showcases strong support with moderate reservations about its challenges and a more ambivalent stance, respectively. This research contributes a valuable tool for understanding and enhancing pre-service teacher education, fostering the adoption of IBSE 2024-10-10T08:02:20Z 2024-10-10T08:02:20Z 2024-10-10T08:02:20Z 2024 journal article Luque-Jiménez, J., García-Ruiz, C., Lupión-Cobos, T., & Blanco-López, Á. (2024). Design and validation of the scales of a Spanish-adapted questionnaire to measure pre-service teachers’ perceptions about inquiry-based science education. International Journal of Science Education, 1–21. https://doi.org/10.1080/09500693.2024.2381838 https://hdl.handle.net/10630/34595 10.1080/09500693.2024.2381838 eng http://creativecommons.org/licenses/by-nc-nd/4.0/ open access Attribution-NonCommercial-NoDerivatives 4.0 Internacional Taylor & Francis (International Journal of Science Education)