144796 20260204073633.0 EDUCATION & EDUCATIONAL RESEARCH 197 / 756 = 0.261 2024 Q2 T1 2.0 2024 Multidisciplinary 2024 Q1 Education 2024 Q1 0.753 2024 ARTICLE Afonso, Ana Sofía (orcid)0000-0002-6594-3021 Dies Álvarez, María Eugenia Universidad de Zaragoza ART-2025-139509 405141 http://zaguan.unizar.es/record/144796/files/texto_completo.pdf Postprint info:eu-repo/date/embargoEnd/2026-02-01 1359371 http://zaguan.unizar.es/record/144796/files/texto_completo.jpg?subformat=icon icon Postprint info:eu-repo/date/embargoEnd/2026-02-01 2026-02-02-14:49:04 info:eu-repo/semantics/openAccess by-nc-nd https://creativecommons.org/licenses/by-nc-nd/4.0/deed.es info:eu-repo/semantics/article info:eu-repo/semantics/acceptedVersion 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. Access copy available to the general public Unrestricted 43, 4 (2025), [17 pp.] RES SCI TECHNOL EDUC Research in science & technological education 0263-5143 4013 205 Universidad de Zaragoza Dpto. Didácticas Específicas Área Didáctica Ciencias Exper. Teachers’ views on the potential of school science clubs for enhancing their learning doi 10.1080/02635143.2024.2383776 sideral 139509 2025 (orcid)0000-0002-2247-0826 Martín-García, Jorge Universidad de Zaragoza eng oai:zaguan.unizar.es:144796 articulos driver info:eu-repo/grantAgreement/ES/DGA-FEDER/S27-23R info:eu-repo/grantAgreement/ES/DGA-IIU/796-2019 info:eu-repo/grantAgreement/ES/MICINN/PID2021-123615OA-I00