Abstract:

Science process skills are part of science literacy and are a very important component of science education. However, there are few studies that determine how key factors in scientific literacy change throughout the educational process. This research work analyzes how familiarity and interest in science processes evolve throughout the education of a future teacher. 200 students from different educational stages participated in the study, 41 secondary school students; 67 post-secondary school students; 69 teacher training grade students and 23 Secondary Master's students from different educational centers in the Valencian Community. As data collection instruments, a validated closed-questionnaire was used, as well as a discussion group with a representative group of students with the aim of better understanding the quantitative data, therefore, combining quantitative and qualitative methods of data analysis. As a whole, it is detected that familiarity and interest in science processes will improve throughout the educational stages. Based on these results, the need for a change in science teaching from an early age is suggested to improve the understanding and contextualization of science in the daily life of students.

Keywords:

Familiarity, Interest, Skills, Science Education.