Status of inquiry-based science education in the Spanish curricula of the Degrees in Primary School Education

Authors

  • Sandra Pilar Tierno Universidad Católica de Valencia
  • Paula Tuzón Universitat de València
  • Jordi Solbes Universitat de València
  • Valentín Gavidia Universitat de València

DOI:

https://doi.org/10.7203/dces.39.17855

Keywords:

science education, pre-service teachers, inquiry, Primary Education, teaching guides

Abstract

The present study analyses 84 teaching guides of subjects about experimental sciences and/or their teaching of the Degree in Primary School Education from Spanish universities. This analysis addresses the science education proposed in the teaching guides of these subjects for pre-service Primary School teachers and the presence of inquiry-based science education in their curricula. The results show little science training for pre-service teachers and a low presence of inquiry-based science education in their curricula.

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Published

2020-12-29

How to Cite

Tierno, S. P., Tuzón, P., Solbes, J., & Gavidia, V. (2020). Status of inquiry-based science education in the Spanish curricula of the Degrees in Primary School Education. Didáctica De Las Ciencias Experimentales Y Sociales, (39), 99–116. https://doi.org/10.7203/dces.39.17855
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Issue

No. 39 (2020)

Section

Didáctica de las Ciencias

License

The articles published at Didáctica de las Ciencias Experimentales y Sociales will have a Creative Common Licence Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported

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