Antonio García‐Carmona
Dados Biográficos
| ID | 5877212 |
|---|---|
| NOME | Antonio García‐Carmona |
| PRENOMES | Antonio |
| SOBRENOME | García‐Carmona |
| ASSINATURA | CARMONA A G |
| AFILIAÇÕES | Universidad de Sevilla |
| ORCID | 0000-0001-5952-0340 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 19 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 19 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2020 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
Multilingualism in international science education conferences
This essay examines the linguistic and epistemic implications of imposing English as the sole language of communication in certain international science education research conferences. It argues that the hegemony of English creates communicative barriers that disproportionately affect non-native English-speaking researchers. It further explores how these dynamics contribute to forms of epistemic injustice, the potential loss of diversity of ideas…
Integrated STEM Education
From Attitudes to Science Identity
Science identity (SI) has gained increasing prominence in science education research due to its potential role in fostering student engagement, motivation, and persistence in STEM pathways. However, its conceptualization remains varied and contested, complicating both measurement and curricular implementation. The PISA 2025 Science Framework incorporates SI as a new dimension of scientific literacy; yet, its multidimensional conceptualization con…
On Epistemic Injustices
English is often described as the current universal language—or lingua franca—of science, much as Latin was during the Early Modern period (late 15th–18th centuries); however, this claim is open to question. Two fundamental differences can be identified. First, Latin was adopted as the scholarly language because the accumulated erudite knowledge of the time had been expressed in that language. For this reason, the renowned Italian physicist Galil…
Examining the Effects of Integrated STEM Education vs. Nonintegrated STEM Education Rigorously
Chen et al. conducted a meta-analysis on the effects of integrated STEM education (iSTEMe) on K–12 achievement, reporting strong evidence of its superiority over traditional STEM instruction. Such a forceful finding given the complexity of iSTEMe led us to approach the meta-analysis with skepticism. Guided by the falsifiability principle, we examined whether the included primary studies met Chen et al.’s own criteria. Two major flaws were found: …
Effectiveness of a school scientific model to address buoyancy in the training of prospective early childhood teachers
Buoyancy is a recurring topic in early childhood education and provides an opportunity to introduce scientific modelling. This study is framed within the need to improve the training of prospective early childhood teachers (PECT) in this scientific practice and examines the effectiveness of a teaching intervention that models the buoyancy of objects in water as balanced forces. The research analyses responses from a pre-test and post-test questio…
The non-epistemic dimension, at last a key component in mainstream theoretical approaches to teaching the nature of science
For many years, hegemonic approaches to teaching the nature of science (NOS) have focused mainly on understanding some epistemic (i.e., rational, or cognitive) aspects involved in the construction of science. So, aspects of a non-epistemic (i.e., non-rational, contextual, or extra-scientific) nature have been practically neglected in these predominant proposals for teaching NOS. However, those of us who advocate a more holistic NOS teaching, with…
Discussing Science Values and Norms from a Learning Situation Historically Contextualised in Mendel’s Laws and Guided by Scientific Practices
The Nature of Science (NOS) is widely acknowledged as a fundamental component of scientific literacy. However, not all elements of the NOS construct have been equally emphasised in science education. Explicit attention to science norms and values remains infrequent in NOS instruction. In this article, we analyse and discuss the categories related to normativity and axiology within the Family Resemblance Approach (FRA) to NOS. We establish and jus…
Integration of Engineering Practices into Primary Science Classrooms
The integration of engineering practices into science education began to be explicitly promoted in the early twenty-first century and has since spread to many countries through recent curricular reforms. Despite this is fostered from the initial levels of education, there remains limited information on how to conduct it effectively in the classroom. To address this gap, a systematic review of studies published during the period 2001–2021 was cond…
Scientific Thinking and Critical Thinking in Science Education
Scientific thinking and critical thinking are two intellectual processes that are considered keys in the basic and comprehensive education of citizens. For this reason, their development is also contemplated as among the main objectives of science education. However, in the literature about the two types of thinking in the context of science education, there are quite frequent allusions to one or the other indistinctly to refer to the same cognit…
Are Integrated STEM Educational Reforms at Risk? Teachers' Motivations and Perceived Barriers to Integration
Integrated STEM education (iSTEMe) is increasingly emphasized in educational reforms around the world. These reforms prompted curricular changes in many countries, including Spain. In the Autonomous Community of Valencia, a new curriculum model was introduced that organized both STEM and non‐STEM subjects into broader interdisciplinary domains, designed to be taught through an integrated approach. However, the success of such reforms largely depe…
Validation of an instrument for assessing basic science process skills in initial elementary teacher education
Basic science process skills (SPSs) constitute a key dimension of the scientific competence that should be developed from an early age. Therefore, preservice elementary teachers (PETs) who are preparing to teach science should have a sufficient mastery about it. This study presents a questionnaire that allows gradual levels of performance in SPSs to be established regarding formulating questions and hypotheses, identifying variables, measurement,…
Improving Preservice Primary Teachers’ Understanding of the Nature of Methods of Science Through Reflective Reading of News Articles
A study is presented that analyzed the pedagogical efficacy of reading opinion articles about methods of science, published in the media, in order to improve the meta-scientific understanding of 52 preservice primary teachers (PPTs) with regard to the topic. To this end, an activity was designed taking an explicit and reflective approach. The design of the activity required a short teaching intervention when being implemented in class in order to…
Teach Your Classmates About the Behavior of Water with School-Level Science Models”
Prospective preschool teachers (PPTs) need to have learning experiences with the practice of scientific modelling to be able to design appropriate lessons as teachers. In the literature on research in science education, scarce experiences of PPTs in scientific modelling can be found. This study aims to fill the knowledge gap about PPTs’ representations of water and its states by means of models. To this end, an analysis is made of the models desi…
Developing prospective primary teachers’ learning-to-learn competence through experimental activities
A qualitative study was made of how the learning-to-learn competence is favoured in prospective primary teachers when they participate in an experimental activity (ExA). The ExA was on the germination of seeds. Its objective was for the prospective teachers to learn how to (i) design and execute a school scientific inquiry, and (ii) reflect metacognitively about their experience with the ExA and what they had learnt. This latter objective is anal…
Spanish Science Teacher Educators’ Preparation, Experiences, and Views About Nature of Science in Science Education
The obstacles and difficulties that science teachers face when teaching the nature of science (NOS) are well-known. Nonetheless, little is known of what science teacher educators (STEs) know, do, and think about this issue. Thus, a study with 142 Spanish STEs was conducted. This was aimed at analysing ( i ) what preparation the STEs have to teach NOS, ( ii ) what educational experience they have about NOS, ( iii ) what importance they give to NOS…
La comprensión de aspectos epistémicos de la naturaleza de la ciencia en el nuevo currículo de Educación Secundaria Obligatoria, tras la Lomloe
Este estudio analiza la atención que se presta a la comprensión de aspectos epistémicos de la na- turaleza de la ciencia (NDC) en el nuevo currículo de ciencias para la etapa de Educación Secunda- ria Obligatoria (ESO), aprobado tras la entrada en vigor de la LOMLOE (Ley Orgánica 3/2020). Con este propósito, se examinan las disposiciones curriculares de las materias de Biología y Geolo- gía y Física y Química (Real Decreto 217/2022), mediante un …
Analysis of the models proposed by prospective pre-primary teachers when studying water
This study analyses the evolution of school-level scientific models proposed by prospective pre-primary teachers (PPTs) (a) about the water molecule and its intermolecular bonds, and (b) representing the different states of water molecule aggregation at a microscopic level. The data were acquired from the PPTs’ responses at the beginning and at the end of the intervention to two open-ended questions. Given the qualitative and interpretive nature …
From Inquiry-Based Science Education to the Approach Based on Scientific Practices
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Analysis of the models proposed by prospective pre-primary teachers when studying water
This study analyses the evolution of school-level scientific models proposed by prospective pre-primary teachers (PPTs) (a) about the water molecule and its intermolecular bonds, and (b) representing the different states of water molecule aggregation at a microscopic level. The data were acquired from the PPTs’ responses at the beginning and at the end of the intervention to two open-ended questions. Given the qualitative and interpretive nature …
From Inquiry-Based Science Education to the Approach Based on Scientific Practices
Developing prospective primary teachers’ learning-to-learn competence through experimental activities
A qualitative study was made of how the learning-to-learn competence is favoured in prospective primary teachers when they participate in an experimental activity (ExA). The ExA was on the germination of seeds. Its objective was for the prospective teachers to learn how to (i) design and execute a school scientific inquiry, and (ii) reflect metacognitively about their experience with the ExA and what they had learnt. This latter objective is anal…
Spanish Science Teacher Educators’ Preparation, Experiences, and Views About Nature of Science in Science Education
The obstacles and difficulties that science teachers face when teaching the nature of science (NOS) are well-known. Nonetheless, little is known of what science teacher educators (STEs) know, do, and think about this issue. Thus, a study with 142 Spanish STEs was conducted. This was aimed at analysing ( i ) what preparation the STEs have to teach NOS, ( ii ) what educational experience they have about NOS, ( iii ) what importance they give to NOS…
La comprensión de aspectos epistémicos de la naturaleza de la ciencia en el nuevo currículo de Educación Secundaria Obligatoria, tras la Lomloe
Este estudio analiza la atención que se presta a la comprensión de aspectos epistémicos de la na- turaleza de la ciencia (NDC) en el nuevo currículo de ciencias para la etapa de Educación Secunda- ria Obligatoria (ESO), aprobado tras la entrada en vigor de la LOMLOE (Ley Orgánica 3/2020). Con este propósito, se examinan las disposiciones curriculares de las materias de Biología y Geolo- gía y Física y Química (Real Decreto 217/2022), mediante un …
Improving Preservice Primary Teachers’ Understanding of the Nature of Methods of Science Through Reflective Reading of News Articles
A study is presented that analyzed the pedagogical efficacy of reading opinion articles about methods of science, published in the media, in order to improve the meta-scientific understanding of 52 preservice primary teachers (PPTs) with regard to the topic. To this end, an activity was designed taking an explicit and reflective approach. The design of the activity required a short teaching intervention when being implemented in class in order to…
Teach Your Classmates About the Behavior of Water with School-Level Science Models”
Prospective preschool teachers (PPTs) need to have learning experiences with the practice of scientific modelling to be able to design appropriate lessons as teachers. In the literature on research in science education, scarce experiences of PPTs in scientific modelling can be found. This study aims to fill the knowledge gap about PPTs’ representations of water and its states by means of models. To this end, an analysis is made of the models desi…
Validation of an instrument for assessing basic science process skills in initial elementary teacher education
Basic science process skills (SPSs) constitute a key dimension of the scientific competence that should be developed from an early age. Therefore, preservice elementary teachers (PETs) who are preparing to teach science should have a sufficient mastery about it. This study presents a questionnaire that allows gradual levels of performance in SPSs to be established regarding formulating questions and hypotheses, identifying variables, measurement,…
Effectiveness of a school scientific model to address buoyancy in the training of prospective early childhood teachers
Buoyancy is a recurring topic in early childhood education and provides an opportunity to introduce scientific modelling. This study is framed within the need to improve the training of prospective early childhood teachers (PECT) in this scientific practice and examines the effectiveness of a teaching intervention that models the buoyancy of objects in water as balanced forces. The research analyses responses from a pre-test and post-test questio…
The non-epistemic dimension, at last a key component in mainstream theoretical approaches to teaching the nature of science
For many years, hegemonic approaches to teaching the nature of science (NOS) have focused mainly on understanding some epistemic (i.e., rational, or cognitive) aspects involved in the construction of science. So, aspects of a non-epistemic (i.e., non-rational, contextual, or extra-scientific) nature have been practically neglected in these predominant proposals for teaching NOS. However, those of us who advocate a more holistic NOS teaching, with…
Discussing Science Values and Norms from a Learning Situation Historically Contextualised in Mendel’s Laws and Guided by Scientific Practices
The Nature of Science (NOS) is widely acknowledged as a fundamental component of scientific literacy. However, not all elements of the NOS construct have been equally emphasised in science education. Explicit attention to science norms and values remains infrequent in NOS instruction. In this article, we analyse and discuss the categories related to normativity and axiology within the Family Resemblance Approach (FRA) to NOS. We establish and jus…
Integration of Engineering Practices into Primary Science Classrooms
The integration of engineering practices into science education began to be explicitly promoted in the early twenty-first century and has since spread to many countries through recent curricular reforms. Despite this is fostered from the initial levels of education, there remains limited information on how to conduct it effectively in the classroom. To address this gap, a systematic review of studies published during the period 2001–2021 was cond…
Scientific Thinking and Critical Thinking in Science Education
Scientific thinking and critical thinking are two intellectual processes that are considered keys in the basic and comprehensive education of citizens. For this reason, their development is also contemplated as among the main objectives of science education. However, in the literature about the two types of thinking in the context of science education, there are quite frequent allusions to one or the other indistinctly to refer to the same cognit…
Are Integrated STEM Educational Reforms at Risk? Teachers' Motivations and Perceived Barriers to Integration
Integrated STEM education (iSTEMe) is increasingly emphasized in educational reforms around the world. These reforms prompted curricular changes in many countries, including Spain. In the Autonomous Community of Valencia, a new curriculum model was introduced that organized both STEM and non‐STEM subjects into broader interdisciplinary domains, designed to be taught through an integrated approach. However, the success of such reforms largely depe…
Multilingualism in international science education conferences
This essay examines the linguistic and epistemic implications of imposing English as the sole language of communication in certain international science education research conferences. It argues that the hegemony of English creates communicative barriers that disproportionately affect non-native English-speaking researchers. It further explores how these dynamics contribute to forms of epistemic injustice, the potential loss of diversity of ideas…
Integrated STEM Education
From Attitudes to Science Identity
Science identity (SI) has gained increasing prominence in science education research due to its potential role in fostering student engagement, motivation, and persistence in STEM pathways. However, its conceptualization remains varied and contested, complicating both measurement and curricular implementation. The PISA 2025 Science Framework incorporates SI as a new dimension of scientific literacy; yet, its multidimensional conceptualization con…
On Epistemic Injustices
English is often described as the current universal language—or lingua franca—of science, much as Latin was during the Early Modern period (late 15th–18th centuries); however, this claim is open to question. Two fundamental differences can be identified. First, Latin was adopted as the scholarly language because the accumulated erudite knowledge of the time had been expressed in that language. For this reason, the renowned Italian physicist Galil…
Examining the Effects of Integrated STEM Education vs. Nonintegrated STEM Education Rigorously
Chen et al. conducted a meta-analysis on the effects of integrated STEM education (iSTEMe) on K–12 achievement, reporting strong evidence of its superiority over traditional STEM instruction. Such a forceful finding given the complexity of iSTEMe led us to approach the meta-analysis with skepticism. Guided by the falsifiability principle, we examined whether the included primary studies met Chen et al.’s own criteria. Two major flaws were found: …
Science Education and Pedagogy (16 obras) · Science education (13 obras) · Mathematics education (9 obras) · Psychology (9 obras) · Sociology (8 obras) · Educational Strategies and Epistemologies (7 obras) · Pedagogy (7 obras) · Computer Science (6 obras) · Nature of Science (5 obras) · Epistemology (4 obras)