Research Article

Science at the margins: Curriculum mapping of science education in Greek primary teacher preparation

Eleftheria Tsiouri 1 * , Charilaos Tsihouridis 1 , Konstantinos T Kotsis 2
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1 Department of Educational Sciences and Social Work, University of Patras, Patras, GREECE2 Department of Primary Education, University of Ioannina, Ioannina, GREECE* Corresponding Author
International Journal of Professional Development, Learners and Learning, 8(1), 2026, e2609, https://doi.org/10.30935/ijpdll/18170
Submitted: 11 January 2026, Published: 25 March 2026
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ABSTRACT

This study examines the structure and implementation of science education in the curricula of Greek departments of primary education (DPEs) for the academic year 2024-2025, contextualizing the findings within an international comparative framework. The research conducted a rigorous curriculum mapping of all nine DPEs, examining both the officially intended and the delivered science-related courses, with an emphasis on their disciplinary orientation, pedagogical characteristics, compulsory status, and positioning within study programs. The research revealed significant discrepancies between the intended and implemented curricula, with numerous scheduled courses unavailable. Physics predominated in the disciplinary profile, whereas chemistry, biology, and inquiry-based or laboratory courses were underrepresented. The majority of scientific courses were theoretical, elective, and focused on the initial semesters, indicating a disjointed and peripheral role of scientific Education in teacher training. These findings align with global research highlighting ongoing difficulties in establishing cohesive, inquiry-based science teacher education programs. The study indicates that comprehensive change is essential to guarantee curricular consistency, mandatory core science courses, and practical learning opportunities across the program. These modifications would enhance pre-service teachers’ scientific literacy, pedagogical confidence, and preparedness to facilitate inquiry-based learning in primary classrooms. The Greek situation offers significant insights for the international dialogue on curriculum development and educator proficiency in science education
Keywords: science education, science curriculum, teacher education, scientific literacy, inquiry-based learning

CITATION (APA)

Tsiouri, E., Tsihouridis, C., & Kotsis, K. T. (2026). Science at the margins: Curriculum mapping of science education in Greek primary teacher preparation. International Journal of Professional Development, Learners and Learning, 8(1), e2609. https://doi.org/10.30935/ijpdll/18170

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