Systematised Review of Know-How in Teacher Training
Science–Technology–Society Teaching in the Primary School Classroom
Bibliographic Data
| ID | 22044730 |
|---|---|
| Authors | Carmela García-Marigómez (0000-0002-2642-9265, Universidad de Valladolid), Vanessa Ortega-Quevedo (0000-0002-5742-4678, Universidad Complutense de Madrid, corresponding author), Noelia Santamaría-Cárdaba (0000-0001-6864-9330, Universidad de Valladolid), Cristina Gil Puente (0000-0001-5794-5564, Universidad de Valladolid) |
| Year | 2026 |
| Volume | 16 |
| Issue | 1 |
| Pages | 112 |
| Publication date | 2026-01-13 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16010112 |
| OpenAlex | W7123342343 |
| Language | EN |
| Citations received | 1 |
| References cited | 42 |
Scientific literacy is a key element in today’s society, shaping everyday life and fostering informed decision-making and critical thinking. However, the traditional transmission of science, among other factors, has fostered a simplistic and negative view of this field of knowledge, leading to a detachment of the population from it. In this context, teachers need to assume a transformative role. To this end, it must be recognised that didactic change cannot be limited to cognitive aspects, given the relevance of attitudes as a key component of professional knowledge and as a driver of a consolidated shift. Concern about this reality leads us to describe the structure and content of scientific knowledge related to the study of Primary Education teachers’ attitudes towards the teaching of the Nature of Science and Technology. A mixed-methodological design was employed, comprising a documentary-bibliometric study with a science-mapping approach and documentary analysis. The results showed that studies often focus on the cognitive component of attitudes, mainly on beliefs about knowledge or self-efficacy. However, studies on affective or conative components remain scarce, and none have been found that comprehensively address all three components of attitudes, despite their potential to provide a deeper understanding of their role in educational change. The need to address teachers’ attitudes holistically is highlighted to better understand the evaluative and motivational factors that guide teaching practices. Likewise, the importance of moving towards studies based on educational interventions that promote the development of science as useful for life is emphasised
Cognition · Everyday life · Population · Psychological intervention · Scientific Literacy · Transformative learning · Health, Education, and Aging · Science and Science Education · Science Education and Pedagogy
Communities of Practice
Reconceptualizing the Nature of Science for Science Education
Studying science teacher identity
Views of nature of science questionnaire
What “ideas‐about‐science” should be taught in school science? A Delphi study of the expert community
A typology of reviews
Cognitive and Emotional Development of STEM Skills in Primary School Teacher Training through Practical Work
Science teachers and pre-service science teachers’ science teaching competence belief scores in the resource room in terms of certain variables
Pre-service Teachers’ False Beliefs in Superstitions and Pseudosciences in Relation to Science and Technology
Multivariate Analysis of Beliefs in Pseudoscience and Superstitions Among Pre-service Teachers in Spain
Assessment approach of Development Education and Global Citizenship Education
The return of the ‘Black Babies’
Influencing Greek pre-service teachers’ efficacy beliefs and self-confidence to implement the new ‘Studies for the Environment’ curricula
Trends and caveats
Developing Education v. Education for Development
Software survey
A Family Resemblance Approach to the Nature of Science for Science Education
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |