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<p>This study examines what prospective primary school teachers in Spain know about different methods of energy production and their attitudes towards them. It evaluates the impact of an expository and theory–practice-based teaching unit together with structured debates about energy and energy production. A quasi-experimental design was conducted with 130 second-year student teachers, aiming to enhance knowledge and foster critical thinking about energy production. The results showed limited initial knowledge and reliance on media as the primary source of information, highlighting the need for targeted educational strategies. The teaching unit led to significantly increased levels of knowledge, from 5.21 to 6.65 (<i>p</i> &lt; 0.001), but its impact on attitudes was limited. Conversely, the debates produced significant changes, increasing acceptance of energy conservation and the adoption of renewable and clean energy sources. There was greater acceptance of power plants at national and regional levels than locally, reflecting attitudes associated with the Not-In-My-Backyard phenomenon. The study demonstrates that combining expository theory–practice-based instruction with debates effectively addresses cognitive biases, promotes critical literacy, and enhances informed decision-making. These findings underscore the importance of incorporating these strategies into teacher training programs to foster energy literacy and equip educators to instill sustainability principles in their students.</p>

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The Impact of Scientific Knowledge and Debate on Attitudes: Analyzing Prospective Primary Teachers’ Knowledge of Energy Sources

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月10日

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  • C. Campa-Bousoño,
  • D. Barranco,
  • Á. García-Pérez,
  • M. Biel-Maeso

摘要

This study examines what prospective primary school teachers in Spain know about different methods of energy production and their attitudes towards them. It evaluates the impact of an expository and theory–practice-based teaching unit together with structured debates about energy and energy production. A quasi-experimental design was conducted with 130 second-year student teachers, aiming to enhance knowledge and foster critical thinking about energy production. The results showed limited initial knowledge and reliance on media as the primary source of information, highlighting the need for targeted educational strategies. The teaching unit led to significantly increased levels of knowledge, from 5.21 to 6.65 (p < 0.001), but its impact on attitudes was limited. Conversely, the debates produced significant changes, increasing acceptance of energy conservation and the adoption of renewable and clean energy sources. There was greater acceptance of power plants at national and regional levels than locally, reflecting attitudes associated with the Not-In-My-Backyard phenomenon. The study demonstrates that combining expository theory–practice-based instruction with debates effectively addresses cognitive biases, promotes critical literacy, and enhances informed decision-making. These findings underscore the importance of incorporating these strategies into teacher training programs to foster energy literacy and equip educators to instill sustainability principles in their students.