The Impact of Scientific Knowledge and Debate on Attitudes
Analyzing Prospective Primary Teachers’ Knowledge of Energy Sources
Bibliographic Data
| ID | 21585802 |
|---|---|
| Authors | C Campa-Bousoño (0000-0002-2631-8821, Universidad de Las Palmas de Gran Canaria), D Barranco (0000-0002-1292-9912, Universidad de Las Palmas de Gran Canaria, corresponding author), Ángel García‐pérez (0000-0003-2862-2584, Universidad de Oviedo), M Biel-Maeso (0000-0002-8488-4485, Universidad de Las Palmas de Gran Canaria) |
| Year | 2025 |
| Publication date | 2025-12-10 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science & Education (JOURNAL) |
| Journal identifiers | ISSN: 0926-7220 • E-ISSN: 1573-1901 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11191-025-00706-4 |
| OpenAlex | W4417203881 |
| Language | EN |
| Citations received | 1 |
| References cited | 78 |
This study examines what prospective primary school teachers in Spain know about different methods of energy production and their attitudes towards them. It evaluates the impact of an expository and theory–practice-based teaching unit together with structured debates about energy and energy production. A quasi-experimental design was conducted with 130 second-year student teachers, aiming to enhance knowledge and foster critical thinking about energy production. The results showed limited initial knowledge and reliance on media as the primary source of information, highlighting the need for targeted educational strategies. The teaching unit led to significantly increased levels of knowledge, from 5.21 to 6.65 ( p
Critical thinking · Knowledge level · Literacy · Scientific Literacy · Sustainability · Environmental Education and Sustainability · Science Education and Pedagogy · Social Acceptance of Renewable Energy
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| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |