2026-04-28T21:20:19Zhttps://uvadoc.uva.es/oai/request

oai:uvadoc.uva.es:10324/660692025-01-20T08:03:04Zcom_10324_1145com_10324_931com_10324_894col_10324_1255

Laso Salvador, Sandra Ruiz Pastrana, Mercedes López Luengo, María Antonia Fernández Carro, José Remo Ezquerra, Ángel 2024-02-09T09:20:51Z 2024-02-09T09:20:51Z 2022 G.S. Carvalho, A.S. Afonso & Z. Anastácio (Eds.) (2022), Fostering scientific citizenship in an uncertain world (Proceedings of ESERA 2021), Part 13: Pre-service science teacher education (co-ed. Maria Evagorou & María Ruth Jimenez Liso), (pp. 929-1033). Braga: CIEC, University of Minho. 978-972-8952-82-2 https://uvadoc.uva.es/handle/10324/66069 1020 1027 Fostering scientific citizenship in an uncertain world (Proceedings of ESERA 2021) It is important to train scientifically literate citizens. In this, formal education plays a relevant role. In the present work, a questionnaire was administered which was prepared ad hoc for a convenience sample comprised of 367 primary education teachers undergoing initial training, from 5 Spanish universities. The questionnaire sought to detect how teachers are able to identify science in society and what matters are considered most priority. The results of the analysis show that Health and the Environment, but not others, are the subjects consider most important by future primary teachers. The awareness of scientific issues forgotten needs to be included among the teacher education course activities. The analysis according to sex, age and academic year variables have shown statistically significant differences regarding the sex variable. Comparative analysis with the results of questionnaires addressed to the population at large, both European and Spanish, have found some differences in order of priority of scientific issues. eng info:eu-repo/semantics/openAccess Priority matters to be researched according to trainee primary education teachers info:eu-repo/semantics/bookPart