Ángel Blanco‐López
Biographic Data
| ID | 5877198 |
|---|---|
| NAME | Ángel Blanco‐López |
| GIVEN NAMES | Ángel |
| FAMILY NAME | Blanco‐López |
| SIGNATURE | LOPEZ A B |
| AFFILIATIONS | Universidad de Málaga |
| ORCID | 0000-0003-3628-0801 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| 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…
Impact of Instruction Based on a Validated Learning Progression on the Argumentation Competence of Preservice Elementary Science Teachers
Creating a culture of argumentation in the science classroom requires adequate argumentation competence among future teachers. This study analyzes the impact of instruction based on a validated learning progression on the argumentation competence of preservice elementary science teachers. The focus for the instructional module was the socioscientific issue of breastfeeding. Participants were 106 students from year 3 of a 4-year Bachelor’s in Elem…
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…
The Role of Microscopes to Promote Sustainable Development Goals at School
Microscopes are instruments usually associated with the field of Science Education. Unfortunately, despite their great potential for education, their use at school is not generalised. This implies fewer opportunities for students to understand the microscopic world, thus affecting the quality of their Environmental Education. In the present systematic literature review, proposals for Primary and Secondary (6–18 years) microscopy education are ana…
Model-based analysis of the impact of a teaching-learning sequence about carbonated drinks on students’ understanding of the dissolution of gases in liquids
This research integrates context-based learning and modelling. It presents a teaching-learning sequence (TLS) about the dissolution of gases in liquids using carbonated drinks as the context. The impact of the TLS is analysed in a longitudinal short-term study involving two groups of learners aged 13–14 years old (n=53). The results led us to infer five models explaining how carbon dioxide is distributed in a carbonated soft drink, categorized an…
Design and validation of the scales of a Spanish-adapted questionnaire to measure pre-service teachers’ perceptions about inquiry-based science education
This research focused on the pre-service science teachers’ perceptions of Inquiry-Based Science Education (IBSE) in Spanish speaking contexts. Drawing on the PRIMAS questionnaire and extensive adaptations, the PTIP questionnaire, a 25-item instrument was developed to gauge pre-service teachers’ perspectives on IBSE. The questionnaire effectively measures four dimensions through rigorous statistical validation: IBSE teaching practice, IBSE student…
The Equilibrium Challenge, a New Way to Teach Engineering Mechanics in Architecture Degrees
Vocation is one of the determining factors taken into account by students when choosing their university studies. However, when the students start their studies, in their first year, they will find a series of basic subjects that barely motivate or stimulate them. In the specific case of mathematics, the problem is aggravated when many of the students already begin the first year showing rejection towards this subject. The lack of motivation for …
Development of a questionnaire for assessing Spanish‐speaking students' understanding of the nature of models and their uses in science
The translation and adaptation of an assessment instrument into another language can be problematic, due, among other reasons, to sociocultural differences. This proved to be the case with the Spanish adaptation of the Students' Understanding of Models in Science (SUMS) questionnaire, a Likert‐type scale developed originally in English. In light of this, and with the additional aim of improving upon certain aspects of the original instrument, we …
‘Integration of scientific practices into daily living contexts
This study concerns a framework for designing Teaching-Learning Sequences that aims to integrate the implementation of scientific practices in the context of daily problems. Said framework consists of three stages (formulation of the design principles, instructional design and design of the learning activities). It is based on four design principles: (1) the context-scientific model relationship as the axis around which the teaching-learning sequ…
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‘Integration of scientific practices into daily living contexts
This study concerns a framework for designing Teaching-Learning Sequences that aims to integrate the implementation of scientific practices in the context of daily problems. Said framework consists of three stages (formulation of the design principles, instructional design and design of the learning activities). It is based on four design principles: (1) the context-scientific model relationship as the axis around which the teaching-learning sequ…
Development of a questionnaire for assessing Spanish‐speaking students' understanding of the nature of models and their uses in science
The translation and adaptation of an assessment instrument into another language can be problematic, due, among other reasons, to sociocultural differences. This proved to be the case with the Spanish adaptation of the Students' Understanding of Models in Science (SUMS) questionnaire, a Likert‐type scale developed originally in English. In light of this, and with the additional aim of improving upon certain aspects of the original instrument, we …
The Equilibrium Challenge, a New Way to Teach Engineering Mechanics in Architecture Degrees
Vocation is one of the determining factors taken into account by students when choosing their university studies. However, when the students start their studies, in their first year, they will find a series of basic subjects that barely motivate or stimulate them. In the specific case of mathematics, the problem is aggravated when many of the students already begin the first year showing rejection towards this subject. The lack of motivation for …
The Role of Microscopes to Promote Sustainable Development Goals at School
Microscopes are instruments usually associated with the field of Science Education. Unfortunately, despite their great potential for education, their use at school is not generalised. This implies fewer opportunities for students to understand the microscopic world, thus affecting the quality of their Environmental Education. In the present systematic literature review, proposals for Primary and Secondary (6–18 years) microscopy education are ana…
Model-based analysis of the impact of a teaching-learning sequence about carbonated drinks on students’ understanding of the dissolution of gases in liquids
This research integrates context-based learning and modelling. It presents a teaching-learning sequence (TLS) about the dissolution of gases in liquids using carbonated drinks as the context. The impact of the TLS is analysed in a longitudinal short-term study involving two groups of learners aged 13–14 years old (n=53). The results led us to infer five models explaining how carbon dioxide is distributed in a carbonated soft drink, categorized an…
Design and validation of the scales of a Spanish-adapted questionnaire to measure pre-service teachers’ perceptions about inquiry-based science education
This research focused on the pre-service science teachers’ perceptions of Inquiry-Based Science Education (IBSE) in Spanish speaking contexts. Drawing on the PRIMAS questionnaire and extensive adaptations, the PTIP questionnaire, a 25-item instrument was developed to gauge pre-service teachers’ perspectives on IBSE. The questionnaire effectively measures four dimensions through rigorous statistical validation: IBSE teaching practice, IBSE student…
Impact of Instruction Based on a Validated Learning Progression on the Argumentation Competence of Preservice Elementary Science Teachers
Creating a culture of argumentation in the science classroom requires adequate argumentation competence among future teachers. This study analyzes the impact of instruction based on a validated learning progression on the argumentation competence of preservice elementary science teachers. The focus for the instructional module was the socioscientific issue of breastfeeding. Participants were 106 students from year 3 of a 4-year Bachelor’s in Elem…
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…
Mathematics education (8 works) · Science Education and Pedagogy (8 works) · Psychology (7 works) · Computer Science (5 works) · Educational Strategies and Epistemologies (4 works) · Pedagogy (4 works) · Science education (4 works) · Argumentation theory (3 works) · Rubric (3 works) · Diverse Educational Innovations Studies (2 works)