How do pre-service teachers use social networks to be informed about science?

In our most recent papera survey was carried out to investigate how pre-service teachers at five Spanish universities seek information about science and technology using informal resources, especially on the Internet. The study also analyzes the sources they use most and the similarities or differences with the general population. This would be an indicator of their willingness to obtain information and include informal sources in educational processes when they become in-service teachers.

Study results

The results reveal that pre-service teachers display information search patterns similar to those of their age group in the general population. They mainly rely on both the Internet and social networks as their main sources of information. This is not surprising, considering the penetration and accessibility of these technologies in the daily lives of young people.

However, due to their status as university students, these pre-service teachers also check a wider range of sources, including academic resources. This behavior indicates that while they rely on informal means for quick and accessible information, they also value and use academic sources for more rigorous and detailed information.

Implications for teacher training

This knowledge has important implications for teacher trainingThis knowledge has important implications for teacher training. Understanding the research habits of pre-service teachers can help to design more effective teaching approaches. For example, the use of diverse information channels can be encouraged to enhance contextualized science learning.

Worryingly, the pre-service teachers surveyed show less interest and feel less informed about science and technology than their age group in general. It is recommended to focus training on transforming their digital skills into teaching competencies and develop specific knowledge about science in society and how it is perceived by students. This can improve digital skills, promote ideas about the nature of science, and progress on contextualized education and socio-scientific issues, thus benefiting future teaching.

More information

Investigating pre-service teachers’ use of social media for information about science

Fernández-Carro, R., Vílchez-González, J. M., Vílchez, J. E., & Ezquerra, Á. (2024). Investigating pre-service teachers’ use of social media for information about science. International Journal of Science Education, Part B, 1-15. DOI: https://doi.org/10.1080/21548455.2024.2342038