HOW SPANISH SCIENCE TEACHERS PERCEIVE THE INTRODUCTION OF COMPETENCE-BASED SCIENCE TEACHING

TitleHOW SPANISH SCIENCE TEACHERS PERCEIVE THE INTRODUCTION OF COMPETENCE-BASED SCIENCE TEACHING
Publication TypeJournal Article
Year of Publication2016
AuthorsMateos Jiménez, A., García Fernández, B., Bejarano Franco, M.T.
JournalJournal of Baltic Science Education
Volume15
Issue3
Start Page371-381
PaginationContinuous
Date PublishedJune/2016
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersICID: 1211246
Keywordsprimary education, SCIENCE teachers, scientific competence, secondary education, teachers’ perceptions
Abstract

The aim of the research was to determine how teachers in Spain perceived the introduction of competence-based science teaching in the classroom. The research was carried out during the transition between the LOE and LOMCE Education Laws (academic year 2014-2015). Data were collected using an ad hoc questionnaire comprising 19 items requiring responses on a 5-point Likert scale. The sample comprised 443 science teachers in compulsory education in Spain. The results indicated that the way teachers perceived science and its scope and application in the classroom was unlikely to lead to the effective development of the scientific competence. Significant findings were discussed relating to the participating teachers’ initial training, gender, type of school and stage of education. As a final component the didactic implications of teaching scientific competence were considered.

URLhttp://journals.indexcopernicus.com/abstract.php?icid=1211246
Refereed DesignationRefereed
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