000144796 001__ 144796
000144796 005__ 20251121145035.0
000144796 0247_ $$2doi$$a10.1080/02635143.2024.2383776
000144796 0248_ $$2sideral$$a139509
000144796 037__ $$aART-2025-139509
000144796 041__ $$aeng
000144796 100__ $$0(orcid)0000-0002-2247-0826$$aMartín-García, Jorge$$uUniversidad de Zaragoza
000144796 245__ $$aTeachers’ views on the potential of school science clubs for enhancing their learning
000144796 260__ $$c2025
000144796 5060_ $$aAccess copy available to the general public$$fUnrestricted
000144796 5203_ $$aBackground
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.
000144796 536__ $$9info:eu-repo/grantAgreement/ES/DGA-FEDER/S27-23R$$9info:eu-repo/grantAgreement/ES/DGA-IIU/796-2019$$9info:eu-repo/grantAgreement/ES/MICINN/PID2021-123615OA-I00
000144796 540__ $$9info:eu-repo/semantics/embargoedAccess$$aby-nc-nd$$uhttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
000144796 590__ $$a2.0$$b2024
000144796 592__ $$a0.753$$b2024
000144796 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b197 / 756 = 0.261$$c2024$$dQ2$$eT1
000144796 593__ $$aMultidisciplinary$$c2024$$dQ1
000144796 593__ $$aEducation$$c2024$$dQ1
000144796 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000144796 700__ $$aAfonso, Ana Sofía
000144796 700__ $$0(orcid)0000-0002-6594-3021$$aDies Álvarez, María Eugenia$$uUniversidad de Zaragoza
000144796 7102_ $$14013$$2205$$aUniversidad de Zaragoza$$bDpto. Didácticas Específicas$$cÁrea Didáctica Ciencias Exper.
000144796 773__ $$g43, 4 (2025), [17 pp.]$$pRES SCI TECHNOL EDUC$$tResearch in science & technological education$$x0263-5143
000144796 8564_ $$s405141$$uhttps://zaguan.unizar.es/record/144796/files/texto_completo.pdf$$yPostprint$$zinfo:eu-repo/date/embargoEnd/2026-02-01
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000144796 909CO $$ooai:zaguan.unizar.es:144796$$particulos$$pdriver
000144796 951__ $$a2025-11-21-14:41:12
000144796 980__ $$aARTICLE