RT info:eu-repo/semantics/article
T1 Systematised Review of Know-How in Teacher Training: Science–Technology–Society Teaching in the Primary School Classroom
A1 García-Marigómez, Carmela
A1 Ortega-Quevedo, Vanessa
A1 Santamaría-Cárdaba, Noelia
A1 Gil-Puente, Cristina
K1 Educación
K1 attitudes
K1 bibliometric analysis
K1 critical thinking
K1 nature of science and technology
K1 scientific production
K1 teacher training
K1 58 Pedagogía
AB Scientific literacy is a key element in today’s society, shaping everyday life and fostering informed decision-making and critical thinking. However, the traditional transmission of science, among other factors, has fostered a simplistic and negative view of this field of knowledge, leading to a detachment of the population from it. In this context, teachers need to assume a transformative role. To this end, it must be recognised that didactic change cannot be limited to cognitive aspects, given the relevance of attitudes as a key component of professional knowledge and as a driver of a consolidated shift. Concern about this reality leads us to describe the structure and content of scientific knowledge related to the study of Primary Education teachers’ attitudes towards the teaching of the Nature of Science and Technology. A mixed-methodological design was employed, comprising a documentary-bibliometric study with a science-mapping approach and documentary analysis. The results showed that studies often focus on the cognitive component of attitudes, mainly on beliefs about knowledge or self-efficacy. However, studies on affective or conative components remain scarce, and none have been found that comprehensively address all three components of attitudes, despite their potential to provide a deeper understanding of their role in educational change. The need to address teachers’ attitudes holistically is highlighted to better understand the evaluative and motivational factors that guide teaching practices. Likewise, the importance of moving towards studies based on educational interventions that promote the development of science as useful for life is emphasised.
PB MDPI
SN 22277102
YR 2026
FD 2026
LK https://uvadoc.uva.es/handle/10324/82423
UL https://uvadoc.uva.es/handle/10324/82423
LA eng
NO García-Marigómez, C., Ortega-Quevedo, V., Santamaría-Cárdaba, N., & Gil-Puente, C. (2026). Systematised Review of Know-How in Teacher Training: Science–Technology–Society Teaching in the Primary School Classroom. Education Sciences, 16(1), 112. https://doi.org/10.3390/educsci16010112
NO Producción Científica
DS UVaDOC
RD 04-feb-2026