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Resumen: The study examines the experiences and perspectives of Portuguese science teachers who were coordinators of science clubs within their schools, regarding inclusion in science clubs, highlighting their role in educational equity. Teachers conceptualise the clubs as inclusive spaces for all students, not just the most outstanding. Nineteen teachers were interviewed, and their interviews were analysed using content analysis techniques. The findings show that teachers recognise the importance of catering to the diverse needs and abilities of students, including integrating those with difficulties. However, challenges also emerged, such as integrating club activities into the school curriculum and ensuring the participation of all students. Nevertheless, the testimonies gathered allow us to conclude that these initiatives promote the participation of all kinds of students by fostering their interest and performance in science. Additionally, the clubs enable a more flexible and collaborative pedagogical approach, enhancing the teacher-student relationship. The effective integration of these practices into daily classroom instruction is highlighted as crucial for improving equity and educational quality in science education.
Idioma: Inglés
DOI: 10.1080/09500693.2025.2549383
Año: 2025
Publicado en: INTERNATIONAL JOURNAL OF SCIENCE EDUCATION (2025), 1-23
ISSN: 0950-0693
Financiación: info:eu-repo/grantAgreement/ES/DGA/S27-23R
Tipo y forma: Artículo (Versión definitiva)
Área (Departamento): Área Didáctica Ciencias Exper. (Dpto. Didácticas Específicas)

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Exportado de SIDERAL (2025-10-08-12:59:36)

Este artículo se encuentra en las siguientes colecciones:
Artículos > Artículos por área > Didáctica de las Ciencias Experimentales

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