dc.creator | García Carmona, Antonio | es |
dc.creator | Bogdan R., Toma | es |
dc.date.accessioned | 2024-07-08T10:07:26Z | |
dc.date.available | 2024-07-08T10:07:26Z | |
dc.date.issued | 2024 | |
dc.identifier.citation | García Carmona, A. y Bogdan Toma, . (2024). Integration of engineering practices into secondary science education. Teacher experiences, emotions, and appraisals. Research in Science Education, 54, 549-572. https://doi.org/10.1007/s11165-023-10152-3. | |
dc.identifier.uri | https://hdl.handle.net/11441/161159 | |
dc.description.abstract | STEM education is present in most recent curriculum reforms around the world. One of
the main novelties of this educational movement is the integration of engineering practices
into science education. In the Spanish educational context, this implies an important chal
lenge for science teachers. So, this study analyzes whether secondary science teachers are
sufficiently prepared for this purpose, as well as to find out their experiences, emotions, and
appraisals in this regard. To this end, a questionnaire was designed and administered to 328
secondary science teachers as a representative sample of science teachers in Spain with a
confidence level of just over 93%. The reliability of the questionnaire was evidenced by the
high degree of internal consistency of the data (α = 0.88). And its validity was determined
by means of an exploratory factor analysis. The results reveal that secondary science teach
ers, in general, have low levels of pedagogical preparation and self-efficacy to integrate
engineering practices into science classes, as well as a predominant emotion of insecurity
about it. There is also a strong preference among teachers for this to be done in technology
subjects. It is concluded that the effective integration of engineering practices into science
education is currently a complex challenge that requires ad hoc teacher training plans. | es |
dc.format | application/pdf | es |
dc.format.extent | 24 p. | es |
dc.language.iso | eng | es |
dc.publisher | Springer | es |
dc.relation.ispartof | Research in Science Education, 54, 549-572. | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | Curricular integration | es |
dc.subject | Engineering practices | es |
dc.subject | Science education | es |
dc.subject | STEM education | es |
dc.subject | Secondary science teacher | es |
dc.title | Integration of engineering practices into secondary science education. Teacher experiences, emotions, and appraisals | es |
dc.type | info:eu-repo/semantics/article | es |
dc.type.version | info:eu-repo/semantics/acceptedVersion | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Didáctica de las Ciencias Experimentales y Sociales | es |
dc.relation.publisherversion | https://doi.org/10.1007/s11165-023-10152-3 | es |
dc.identifier.doi | 10.1007/s11165-023-10152-3 | es |
dc.contributor.group | Universidad de Sevilla. SEJ591: Educación Científica en Contexto y Formación del Profesorado | es |
idus.validador.nota | Paqui | es |
dc.journaltitle | Research in Science Education | es |
dc.publication.volumen | 54 | es |
dc.publication.initialPage | 549 | es |
dc.publication.endPage | 572 | es |