Exploring interest and familiarity in science skills across teacher training stages

Enric  Ortega-Torres; Esther Gamero  Sandemetrio

doi:10.59400/fes.v2i2.1373

Exploring interest and familiarity in science skills across teacher training stages

Enric Ortega-Torres Universitat de Valencia, Facultat de Magisteri, Av. Tarongers 46022 Valencia, Spain
Esther Gamero Sandemetrio Florida Universitària, Unitat ducació, Catarroja 46470 Valencia, Spain

Article ID: 1373

101 Views, 64 PDF Downloads

DOI: https://doi.org/10.59400/fes.v2i2.1373

Keywords: familiarity; interest; skills; science education

Abstract

Skills in scientific processes are part of scientific literacy and constitute a very important component of science teaching. However, there are few studies that determine how key factors in scientific literacy change throughout the educational process. This research examines how familiarity and interest in science processes evolve throughout the education of future teachers. The study involved 200 students from different educational stages: 41 students from secondary education; 67 students from high school; 69 students from bachelor’s degree in education; and 23 students from the secondary education master’s program from different educational centers in the Valencian community. Data collection instruments included a validated closed-question questionnaire, as well as a discussion group with a representative group of students aimed at better understanding the quantitative data, thus combining quantitative and qualitative methods of data analysis. Overall, it is observed that familiarity and interest in science processes improve throughout the educational stages. Based on these results, the need for a change in science education from an early age is suggested to improve students’ understanding and contextualization of science in their daily lives.

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Published

2024-06-21

How to Cite

Ortega-Torres, E., & Sandemetrio, E. G. (2024). Exploring interest and familiarity in science skills across teacher training stages. Forum for Education Studies, 2(2), 1373. https://doi.org/10.59400/fes.v2i2.1373

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