Scholarlink

<p>This study examines the knowledge and perceptions of preservice teachers in Spain, regarding fundamental topics on Earth Sciences. The research, exploratory and descriptive, was carried out applying a questionnaire to 355 preservice teachers including open and closed questions about three conceptual dimensions, namely, the origin and future of our planet, the emergence of life, and the characteristics of the first organisms. The results revealed significant knowledge gaps, with only 1.7% of participants answering correctly across all the assessed dimensions. Responses reflected misconceptions, particularly regarding geological time scales and the nature of early life on Earth. Statistical analyses found no significant differences regarding prior educational background, age, or gender. These findings underscore the necessity of redesigning teacher training programs on deep time geology and palaeobiology, to more effectively integrate crucial knowledge on Earth Sciences, aimed at fostering critical thinking and promoting sustainability practices among students.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Perspectives on Earth, life, and planetary futures: scientific literacy among Spanish future teachers

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年12月13日

查看全文
  • Irene Prieto,
  • Beatriz García Fernández,
  • Jesús Marugán-Lobón

摘要

This study examines the knowledge and perceptions of preservice teachers in Spain, regarding fundamental topics on Earth Sciences. The research, exploratory and descriptive, was carried out applying a questionnaire to 355 preservice teachers including open and closed questions about three conceptual dimensions, namely, the origin and future of our planet, the emergence of life, and the characteristics of the first organisms. The results revealed significant knowledge gaps, with only 1.7% of participants answering correctly across all the assessed dimensions. Responses reflected misconceptions, particularly regarding geological time scales and the nature of early life on Earth. Statistical analyses found no significant differences regarding prior educational background, age, or gender. These findings underscore the necessity of redesigning teacher training programs on deep time geology and palaeobiology, to more effectively integrate crucial knowledge on Earth Sciences, aimed at fostering critical thinking and promoting sustainability practices among students.