María Marta Alarcón‐Orozco
Biographic Data
| ID | 5877196 |
|---|---|
| NAME | María Marta Alarcón‐Orozco |
| GIVEN NAMES | María Marta |
| FAMILY NAME | Alarcón‐Orozco |
| SIGNATURE | OROZCO M M A |
| AFFILIATIONS | Science Education, Facultad de Ciencias de la Educación, Campus de Teatinos Universidad de Málaga Málaga Spain |
| ORCID | 0000-0002-8353-9890 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Development of Critical Thinking in Pre-Service Early Childhood Education Teachers Using Scientific Inquiry Practices in STEM Projects
Critical thinking (CT) is increasingly recognized as a transversal competence within STEM education, yet it is often addressed implicitly in preservice teacher training. This study analyzes the development of critical thinking in 130 Preservice Early Childhood Education Teachers (PECETs) who, during the 2024–2025 academic year, participated in a training programme designed from a STEM perspective and grounded in scientific inquiry. A mixed-method…
Emotions Experienced by Preservice Early Childhood Teachers During a Training Program in Inquiry‐Based Science Education
The influence of emotions on teaching –learning processes is a topic of increasing interest in science education research. This study explores the emotions experienced by 121 preservice early childhood teachers during a training program in inquiry‐based science education. Using a checklist of nine emotions (both positive and negative), participants indicated the emotions they experienced at three stages of the instruction: at the outset, after ex…
No prominent works on this page.
Emotions Experienced by Preservice Early Childhood Teachers During a Training Program in Inquiry‐Based Science Education
The influence of emotions on teaching –learning processes is a topic of increasing interest in science education research. This study explores the emotions experienced by 121 preservice early childhood teachers during a training program in inquiry‐based science education. Using a checklist of nine emotions (both positive and negative), participants indicated the emotions they experienced at three stages of the instruction: at the outset, after ex…
Development of Critical Thinking in Pre-Service Early Childhood Education Teachers Using Scientific Inquiry Practices in STEM Projects
Critical thinking (CT) is increasingly recognized as a transversal competence within STEM education, yet it is often addressed implicitly in preservice teacher training. This study analyzes the development of critical thinking in 130 Preservice Early Childhood Education Teachers (PECETs) who, during the 2024–2025 academic year, participated in a training programme designed from a STEM perspective and grounded in scientific inquiry. A mixed-method…
Early childhood education (2 works) · Science Education and Pedagogy (2 works) · Teacher education (2 works) · Argumentation theory (1 work) · Critical thinking (1 work) · Diverse Educational Innovations Studies (1 work) · Early childhood (1 work) · Education and Critical Thinking Development (1 work) · Educational Strategies and Epistemologies (1 work) · Formative assessment (1 work)