2026-05-15T06:05:09Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/103732025-03-26T01:05:31Zcom_10259_4145com_10259_5086com_10259_2604col_10259_4146

García Carmona, Antonio 5beafdd4-2c2c-4c31-af4f-71b537eae4e9 600 Toma, Radu Bogdan 551 600 0000-0003-4846-7323 2025-03-25T11:14:02Z 2025-03-25T11:14:02Z 2024-01 0157-244X http://hdl.handle.net/10259/10373 10.1007/s11165-023-10152-3 1573-1898 STEM education is present in most recent curriculum reforms around the world. One of the main novelties of this educational movement is the integration of engineering practices into science education. In the Spanish educational context, this implies an important challenge for science teachers. So, this study analyzes whether secondary science teachers are sufficiently prepared for this purpose, as well as to find out their experiences, emotions, and appraisals in this regard. To this end, a questionnaire was designed and administered to 328 secondary science teachers as a representative sample of science teachers in Spain with a confidence level of just over 93%. The reliability of the questionnaire was evidenced by the high degree of internal consistency of the data (α = 0.88). And its validity was determined by means of an exploratory factor analysis. The results reveal that secondary science teachers, in general, have low levels of pedagogical preparation and self-efficacy to integrate engineering practices into science classes, as well as a predominant emotion of insecurity about it. There is also a strong preference among teachers for this to be done in technology subjects. It is concluded that the effective integration of engineering practices into science education is currently a complex challenge that requires ad hoc teacher training plans. Funding for open access publishing: Universidad de Sevilla/CBUA This study was funded by MCIN/AEI/10.13039/501100011033 (Government of Spain) under Grant PID2022-137471NB-I00. application/pdf eng Springer Research in Science Education. 2024, V. 54, n. 4, p. 549-572 https://doi.org/10.1007/s11165-023-10152-3 Atribución 4.0 Internacional http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess Curricular integration Engineering practices Science education STEM education Secondary science teacher Planificación educativa Ciencias naturales Enseñanza secundaria Educational planning Natural history Education, Secondary Integration of Engineering Practices into Secondary Science Education: Teacher Experiences, Emotions, and Appraisals info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Research in Science Education 54 4 549 572 THUMBNAIL García-rise_2024.pdf.jpg García-rise_2024.pdf.jpg IM Thumbnail image/jpeg 4425 https://riubu.ubu.es/bitstream/10259/10373/4/Garc%c3%ada-rise_2024.pdf.jpg d9f4fe095a99a78afc95c9240f4b35f3 MD5 4 LICENSE license.txt license.txt text/plain; charset=utf-8 1362 https://riubu.ubu.es/bitstream/10259/10373/3/license.txt 5d013bfa6e473ff0db22cd82a4d71a70 MD5 3 CC-LICENSE license_rdf license_rdf application/rdf+xml; charset=utf-8 908 https://riubu.ubu.es/bitstream/10259/10373/2/license_rdf 0175ea4a2d4caec4bbcc37e300941108 MD5 2 ORIGINAL García-rise_2024.pdf García-rise_2024.pdf application/pdf 1336491 https://riubu.ubu.es/bitstream/10259/10373/1/Garc%c3%ada-rise_2024.pdf 30c5d7f2afa9a1d145455413f522db7c MD5 1 10259/10373 oai:riubu.ubu.es:10259/10373 2025-03-26 02:05:31.201 Repositorio Institucional de la Universidad de Burgos bubrep@ubu.es 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