Teachers’ views on the potential of school science clubs for enhancing their learning
Martín-García, Jorge (Universidad de Zaragoza) ; Afonso, Ana Sofía ; Dies Álvarez, María Eugenia (Universidad de Zaragoza)
Resumen: Background
The teaching staff learns as a result of their daily teaching practice, and yet there is limited knowledge regarding the impact of extracurricular activities within the school, such as science clubs, on the professional growth of science teachers.
Purpose
This study is proposed to deepen the understanding of how teachers perceive science clubs, what learning they obtain from them, and what factors contribute to promoting this learning.
Sample
Five experienced science teachers involved in coordinating school science clubs participated in the study. They were all experienced science teachers with some experience in running a science club.
Design and methods
The study may most accurately be described as a descriptive-qualitative study with a comprehensive scope. Data was obtained through semi-structured interviews. The collected information was analysed from a descriptive and interpretative perspective using techniques specific to content analysis.
Results
The results show that teachers value science clubs as an opportunity to enhance both their content knowledge and pedagogical knowledge, a space to reconsider what it means to be a science teacher, to get to know and connect more with their students, and to collaborate with other colleagues.
Conclusion
It is concluded that the study provides evidence that the learning acquired in science club activities complements and expands the interviewed teachers' expertise and contributes to their professional development in all three dimensions: personal, social, and professional.
Idioma: Inglés
DOI: 10.1080/02635143.2024.2383776
Año: 2024
Publicado en: Research in science & technological education (2024), 1-17
ISSN: 0263-5143
Financiación: info:eu-repo/grantAgreement/ES/DGA-FEDER/S27-23R
Financiación: info:eu-repo/grantAgreement/ES/DGA-IIU/796-2019
Financiación: info:eu-repo/grantAgreement/ES/MICINN/PID2021-123615OA-I00
Tipo y forma: Artículo (PostPrint)
Área (Departamento): Área Didáctica Ciencias Exper. (Dpto. Didácticas Específicas)
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Fecha de embargo : 2026-02-01
Exportado de SIDERAL (2024-09-06-10:26:13)
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The teaching staff learns as a result of their daily teaching practice, and yet there is limited knowledge regarding the impact of extracurricular activities within the school, such as science clubs, on the professional growth of science teachers.
Purpose
This study is proposed to deepen the understanding of how teachers perceive science clubs, what learning they obtain from them, and what factors contribute to promoting this learning.
Sample
Five experienced science teachers involved in coordinating school science clubs participated in the study. They were all experienced science teachers with some experience in running a science club.
Design and methods
The study may most accurately be described as a descriptive-qualitative study with a comprehensive scope. Data was obtained through semi-structured interviews. The collected information was analysed from a descriptive and interpretative perspective using techniques specific to content analysis.
Results
The results show that teachers value science clubs as an opportunity to enhance both their content knowledge and pedagogical knowledge, a space to reconsider what it means to be a science teacher, to get to know and connect more with their students, and to collaborate with other colleagues.
Conclusion
It is concluded that the study provides evidence that the learning acquired in science club activities complements and expands the interviewed teachers' expertise and contributes to their professional development in all three dimensions: personal, social, and professional.
Idioma: Inglés
DOI: 10.1080/02635143.2024.2383776
Año: 2024
Publicado en: Research in science & technological education (2024), 1-17
ISSN: 0263-5143
Financiación: info:eu-repo/grantAgreement/ES/DGA-FEDER/S27-23R
Financiación: info:eu-repo/grantAgreement/ES/DGA-IIU/796-2019
Financiación: info:eu-repo/grantAgreement/ES/MICINN/PID2021-123615OA-I00
Tipo y forma: Artículo (PostPrint)
Área (Departamento): Área Didáctica Ciencias Exper. (Dpto. Didácticas Específicas)
Debe reconocer adecuadamente la autoría, proporcionar un enlace a la licencia e indicar si se han realizado cambios. Puede hacerlo de cualquier manera razonable, pero no de una manera que sugiera que tiene el apoyo del licenciador o lo recibe por el uso que hace. No puede utilizar el material para una finalidad comercial. Si remezcla, transforma o crea a partir del material, no puede difundir el material modificado.Fecha de embargo : 2026-02-01
Exportado de SIDERAL (2024-09-06-10:26:13)
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Registro creado el 2024-09-06, última modificación el 2024-09-06