Design and validation of the scales of a Spanish-adapted questionnaire to measure pre-service teachers’ perceptions about inquiry-based science education

This research focused on the pre-service science teachers’ perceptions of Inquiry-Based Science Education (IBSE) in Spanish-speaking contexts. Drawing on the PRIMAS questionnaire and extensive adaptations, the PTIP questionnaire, a 25-item instrument was developed to gauge pre-service teachers’ perspectives on IBSE. The questionnaire effectively measures four dimensions through rigorous statistical validation: IBSE teaching practice, IBSE students’ applicability, and internal and external difficulties associated with the inquiry approach. Employing <i>K-</i>means cluster analysis, three distinct profiles emerged, elucidating pre-service teachers’ varying perceptions and readiness to embrace IBSE. Profile A embodies fervent advocates of IBSE, while profile B and C showcases strong support with moderate reservations about its challenges and a more ambivalent stance, respectively. This research contributes a valuable tool for understanding and enhancing pre-service teacher education, fostering the adoption of IBSE.

本研究聚焦西班牙语语境下职前科学教师对探究式科学教育（Inquiry-Based Science Education, IBSE）的认知态度。本研究借鉴PRIMAS问卷并开展大规模适配性修订，开发了包含25个题项的PTIP问卷，用于衡量职前科学教师对IBSE的认知视角。经严格的统计效度检验，该问卷可有效测评四大维度，具体包括IBSE教学实践、IBSE的学生适用性，以及与探究式教学法相关的内部与外部阻碍。本研究采用K均值聚类分析，得出三类截然不同的群体画像，阐明了职前科学教师对IBSE的差异化认知与接纳意愿。其中群体A为IBSE的狂热拥护者；群体B与群体C则分别呈现出对IBSE的高度支持，但对其实施挑战存有适度顾虑，以及更为矛盾摇摆的态度。本研究为理解与优化职前教师教育、推动IBSE的普及应用提供了极具价值的研究工具。