Antonio García-Carmona

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Catedrático de Universidad / Full Professor

Universidad de Sevilla

Spain

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About

Antonio García-Carmona is a Full Professor at Universidad de Sevilla, Spain. His research focuses on science education, integrating engineering practices, and the interplay between STEM and science, technology, and society (STS) education. Recent articles highlight his interest in scientific literacy, critical thinking in science, and the incorporation of non-epistemic dimensions in teaching methodologies.

Recent Grants

Grant: Close

Formación de futuro profesorado de niveles elementales en los procesos de la ciencia y su didáctica

Open Date: 2018-01-01

Close Date: 2022-09-01

Grant: Close

Las actividades experimentales en la formación científico-didáctica de futuro profesorado de Educación Primaria

Open Date: 2014-01-01

Close Date: 2017-12-01

Grant: Close

¿Cómo se realiza la enseñanza sobre la realidad social y natural en las aulas de educación infantil y primaria de Andalucía? Estudio de las estrategias didácticas y propuestas de mejora

Open Date: 2010-01-01

Close Date: 2014-01-01

Grant: Close

¿Cómo mejorar la enseñanza elemental sobre el medio?: Análisis de currículo, los materiales y la práctica docente

Open Date: 2010-01-01

Close Date: 2012-12-01

Grant: Close

Proyecto iberoamericano de evaluación de actitudes relacionadas con la ciencia, la tecnología y la sociedad

Open Date: 2007-01-01

Close Date: 2010-01-01

Articles (18)

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Collaborators (3)

HORTENSIA MORÓN-MONGE

Profesora Sustituta Interina

Universidad de Sevilla

SPAIN

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Ana M. Criado

Profesor Titular de Univerisdad

Universidad de Sevilla

SPAIN

View details

Marta Cruz-Guzmán Alcalá

Profesor Titular de Universidad

Universidad de Sevilla

SPAIN

View details

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Antonio García-Carmona

Research Interests

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Contact this professor

About

Recent Grants

Articles (18)

Integration of Engineering Practices into Primary Science Classrooms

The non-epistemic dimension, at last a key component in mainstream theoretical approaches to teaching the nature of science

Are There Compelling Reasons to Establish a Connection between STEM and STS Education?

Prospective primary teachers' knowledge about breastfeeding as part of scientific literacy

Discussing Science Values and Norms from a Learning Situation Historically Contextualised in Mendel’s Laws and Guided by Scientific Practices

Uso de imágenes e ilustraciones para la enseñanza de la energía en libros de texto de Educación Primaria

Integration of Engineering Practices into Secondary Science Education: Teacher Experiences, Emotions, and Appraisals

“¿El coronavirus es un ser vivo?”. Una situación de aprendizaje basada en la lectura para tratar la revisabilidad del conocimiento científico

Scientific Thinking and Critical Thinking in Science Education

“Teach Your Classmates About the Behavior of Water with School-Level Science Models”: An Experience in Initial Preschool Teacher Education

Validation of an instrument for assessing basic science process skills in initial elementary teacher education

Diseño de situaciones de aprendizaje en física y química conforme a la LOMLOE

Integración de la ingeniería en la educación científico-tecnológica desde un prisma CTS

La comprensión de aspectos epistémicos de la naturaleza de la ciencia en el nuevo currículo de Educación Secundaria Obligatoria, tras la LOMLOE

Developing prospective primary teachers’ learning-to-learn competence through experimental activities

Spanish Science Teacher Educators’ Preparation, Experiences, and Views About Nature of Science in Science Education

Improving Preservice Primary Teachers’ Understanding of the Nature of Methods of Science Through Reflective Reading of News Articles

The Use of Analogies in Science Communication: Effectiveness of an Activity in Initial Primary Science Teacher Education

Collaborators (3)

HORTENSIA MORÓN-MONGE

Ana M. Criado

Marta Cruz-Guzmán Alcalá

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