Ángel Blanco-López
Biographic Data
| ID | 9634638 |
|---|---|
| NAME | Ángel Blanco-López |
| GIVEN NAMES | Ángel |
| FAMILY NAME | Blanco-López |
| SIGNATURE | BLANCO-LÓPEZ Á |
| AFFILIATIONS | Universidad de Málaga |
| VERIFIED | No |
| 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…
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…
No prominent works on this page.
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…
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…
Argumentation theory (2 works) · Education and Critical Thinking Development (2 works) · Educational Strategies and Epistemologies (2 works) · Rubric (2 works) · Science Education and Pedagogy (2 works) · Bachelor (1 work) · Computer Science (1 work) · Critical thinking (1 work) · Early childhood (1 work) · Early childhood education (1 work)