RT info:eu-repo/semantics/doctoralThesis
T1 Nuevos desafíos de la educación científica en la era digital: El papel de las actitudes de los docentes de Educación Primaria en el cambio didáctico hacia una alfabetización mediática en ciencias con una perspectiva crítica
A1 García Marigómez, Carmela
A2 Universidad de Valladolid. Escuela de Doctorado
K1 Didáctica
K1 Scientific literacy
K1 Alfabetización científica
K1 Teacher training
K1 Formación del profesorado
K1 5312.04 Educación
AB This doctoral thesis addresses the challenge of strengthening scientific and technological literacy from Primary Education, with the aim of contributing to the development of a critical and autonomous citizenry. To this end, beyond tackling persistent issues such as limited understanding and negative perceptions of science and technology, it is considered essential to analyse the impact of post-truth on scientific content, particularly in relation to misinformation and the rise of pseudoscience. From this perspective, a science education approach is proposed that integrates an understanding of the Nature of Science and Technology (NoS&T) with media and information literacy and digital competence (MIL-ICT), oriented towards the development of critical thinking (CT). In this context, teachers are understood as agents of transformation, which necessitates addressing both cognitive and affective dimensions in their training. Consequently, this study focuses on understanding the attitudes of both pre-service and in-service Primary Education teachers towards the teaching of NoS&T and MIL-ICT, given their relevance to didactic change.The research is structured into four interrelated phases through a mixed-methods approach. The first phase involved a systematised literature review using the SALSA Framework method and scientific mapping with VOSviewer, aimed at characterising the debates, gaps, and emerging areas in the topics under study. In the second phase, three scales were designed and validated to assess these attitudes from a three-dimensional perspective (cognitive, affective, and conative). Validation was carried out through expert judgement, confirmatory factor analysis, and reliability studies. The third phase involved applying the scales in a non-experimental study, which enabled the characterisation of teachers’ attitudes, the identification of differentiated profiles, and the analysis of the structure of attitudes and the relationships between the attitudinal objects. In the fourth phase, a theoretical model for teacher education was developed, along with two Teaching and Learning Sequences (TLS), aimed at integrating, promoting, and facilitating the development of competencies and positive attitudes towards the teaching of NoS&T, MIL-ICT, and CT in science education.The results of the first phase highlight a limited focus on the affective and conative components of attitudes, with a predominance of the cognitive dimension. In the field of educommunication, greater emphasis is placed on digital competence, often to the detriment of a more critical approach to media and information literacy. This underscores the need for a holistic perspective in teacher education. In the second phase, the scales demonstrated suitable content and construct validity, along with a high level of reliability. Findings from the third phase indicate a generally positive attitude towards the evaluated constructs. The identification of attitudinal profiles emphasises the importance of tailoring training to the specific characteristics of each group. Mediation analysis reveals that the affective component directly influences predisposition and beliefs, and that there are significant relationships between the different attitudinal objects, which provides valuable insights for designing integrated training processes. Finally, external evaluation of the model and TLS by experts confirms their relevance, coherence, and practical utility.In summary, this research has helped to address a gap in the body of knowledge. The findings provide an initial understanding of the nature and structure of teachers’ attitudes and how these can be evaluated. Moreover, a training model is proposed that seeks to prepare future citizens to engage critically with the contemporary world. As a future line of research, the implementation and evaluation of the proposed TLS is suggested, in order to further explore the role of attitudes in shaping teachers’ professional identity and their impact on educational quality.
YR 2025
FD 2025
LK https://uvadoc.uva.es/handle/10324/80670
UL https://uvadoc.uva.es/handle/10324/80670
LA spa
NO Escuela de Doctorado
DS UVaDOC
RD 12-ene-2026