Abstract:

The scientific training of future teachers shows deficiencies that require an analysis that addresses the complexity of the influential variables to find possible improvements. The study presented in this article analyzes the influence of Familiarity and interest in science and Reading Comprehension in a sample of 175 teaching degree students. The findings show relevant connections between learning strategies such as self-efficacy and anxiety with reading comprehension and familiarity that impact science learning. They also highlight the need to extend the test to other contexts to strengthen the links found. These results agree with the existing literature and continue to show that the degree of familiarity with the skills of science processes increases as the academic level progresses, Science texts (e.g., Physics) usually include facts, concepts, definitions, and theories that allude to causal relationships between ideas. Students need evidence of the causes and/or consequences of scientific phenomena to understand them, so improving preservice teachers' familiarity with science can also be a successful course of action for the improvement of their learning through the use of scientific texts, as the link between said familiarity and reading comprehension has been shown in our results.

These results suggest teaching actions that can help improve science's teaching and learning processes in the training of future teachers.

Keywords:

Reading Comprehension, Strategies, Familiarity, Interest, Science Education.