Recent trends in science-related attitudes in teacher formation (2016–2025)

Abstract

The article presents a documentary analysis of the most relevant trends on attitudes related to science in the period from 2016 to 2025, from the perspective of teacher training. The review included 29 studies based on academic databases that addressed attitudes in different educational contexts. The results indicate that most of the research understands attitudes from a multidimensional perspective of the construct, integrating cognitive, affective and behavioral aspects in the educational context, or that it makes possible a more holistic understanding of the phenomenon studied. However, some research lacks a theoretical framework that coherently articulates the analysis of attitudes as the instrument used for its determination. Most academic production is concentrated on the European continent, with less representation in Latin America. Some studies employ teaching strategies that, through the implementation of active methodologies such as gamification, inverted classrooms and the use of technological resources, promote favorable attitudes. It is concluded that attitudes related to science constitute a fundamental element in teacher training, in the construction of professional identity and in pedagogical action in the classroom. Therefore, it is essential that initial training programs promote your strengthening.