000130471 001__ 130471
000130471 005__ 20250908131402.0
000130471 0247_ $$2doi$$a10.3390/educsci14010106
000130471 0248_ $$2sideral$$a136553
000130471 037__ $$aART-2024-136553
000130471 041__ $$aeng
000130471 100__ $$0(orcid)0000-0002-6594-3021$$aMartín-García, Jorge$$uUniversidad de Zaragoza
000130471 245__ $$aUnderstanding science teachers’ integration of active methodologies in club settings: an exploratory study
000130471 260__ $$c2024
000130471 5060_ $$aAccess copy available to the general public$$fUnrestricted
000130471 5203_ $$aThis study analyses if school science clubs may serve as a resource to facilitate the introduction of active methodologies into science classrooms. Focusing on science clubs in Portuguese schools, this study aims to determine whether the teachers who coordinate and direct these clubs promote activities that incorporate aspects of problem-based learning and project-based learning methodologies. In order to do so, a series of semi-structured interviews were conducted with 20 teachers, and their responses were analysed using content analysis strategies. The results show that although they do not explicitly refer to the use of these methodologies, teachers do propose the implementation of projects within clubs, and they incorporate aspects of these strategies in the activities they conduct. In this sense, teachers appreciate the role of clubs in promoting these types of strategies (PBL y PjBL) and the facilities they offer for their implementation. Additionally, teachers believe that one can only learn how to do projects through practise, i.e., doing projects with their students, and they think that clubs offer an opportunity to develop PBL and PjBL methodologies in a context free from the responsibilities and constraints of the classroom.
000130471 536__ $$9info:eu-repo/grantAgreement/ES/DGA-FEDER/S27-23R$$9info:eu-repo/grantAgreement/ES/DGA-IIU/796-2019
000130471 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000130471 592__ $$a0.73$$b2024
000130471 593__ $$aComputer Science (miscellaneous)$$c2024$$dQ1
000130471 593__ $$aEducation$$c2024$$dQ1
000130471 593__ $$aPhysical Therapy, Sports Therapy and Rehabilitation$$c2024$$dQ2
000130471 593__ $$aPublic Administration$$c2024$$dQ2
000130471 593__ $$aComputer Science Applications$$c2024$$dQ2
000130471 593__ $$aDevelopmental and Educational Psychology$$c2024$$dQ2
000130471 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000130471 700__ $$0(orcid)0000-0002-2247-0826$$aDies Álvarez, María Eugenia$$uUniversidad de Zaragoza
000130471 700__ $$aAfonso, Ana Sofia
000130471 7102_ $$14013$$2205$$aUniversidad de Zaragoza$$bDpto. Didácticas Específicas$$cÁrea Didáctica Ciencias Exper.
000130471 773__ $$g14(1), 106 (2024), 1-20$$tEducation Sciences$$x2227-7102
000130471 8564_ $$s335946$$uhttps://zaguan.unizar.es/record/130471/files/texto_completo.pdf$$yVersión publicada
000130471 8564_ $$s2668975$$uhttps://zaguan.unizar.es/record/130471/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000130471 909CO $$ooai:zaguan.unizar.es:130471$$particulos$$pdriver
000130471 951__ $$a2025-09-08-12:48:50
000130471 980__ $$aARTICLE