## 3 Results
### Analysis of Pre-Service Teachers' Digital Portfolios
#### 3.5.1 Groups A and B (Chemistry Subject)  
The responses from Groups A (\(n\) = 54, 12 subgroups) and B (\(n\) = 37, 8 subgroups) reveal a high level of engagement with the digital news and TikTok-based activities, highlighting their pedagogical value and relevance to both scientific understanding and everyday life. Regarding the digital news task, participants from Group A viewed the activity as intellectually stimulating and socially meaningful. One group noted that \"the issue raised by this article seemed of great interest to us, and raising such questions with our students, which go beyond mere reading, is fundamental when working in the classroom.\" Another valued the multifaceted learning opportunity it presented: \"through this activity, reading comprehension, cooperative work and writing, among many other aspects, are addressed.\" Students appreciated the connection between scientific literacy and informed decision-making, stating that \"we can infer the importance that science and its advances have in everyday life, and how important it is to have the necessary information to be able to act accordingly.\"  
Group A also praised the interdisciplinary potential of the task, with one group asserting that \"activities of this kind are not only necessary for acquiring knowledge related to the subject of chemistry, but also add a transversal component.\"  
Meanwhile, Group B echoed similar sentiments, focusing on the benefits of contextualising chemistry within relatable frameworks. One group emphasised that \"issues like these are very beneficial when teaching chemistry in the classroom, as it starts from a familiar context and a simple concept for students.\" Importantly, future teachers acknowledged the task's role in fostering critical thinking: \"as future teachers, we must try to make our students critical and discerning people... Activities like this one are a good way to learn to be that.\"  
Turning to the TikTok activity, students in both groups appreciated the creative and collaborative nature of the task. Group A acknowledged initial challenges--\"the content of the activity was a bit complex, after all we had to first understand what each postulate meant in order to carry it out\"--but noted that the opportunity to share their videos with peers and their instructor was highly motivating. Many valued the way TikTok aligned with students' digital habits, remarking that \"working on chemistry content through audiovisual activities such as TikTok is a way to better reach students, through a platform they use daily and are familiar with, while also having fun learning.\" One group further explained that \"thanks to using TikTok, we worked on cooperation, renewed the way students can work, adapted to digitalisation, and developed innovation and creativity by seeking different ways to represent a message originally.\" These experiences were echoed by Group B, who highlighted TikTok's potential for fostering \"positive emotions, which are key to promoting learning--in this case, of chemistry.\" Students also showed an awareness of the pedagogical implications of such digital tools, noting that \"using TikTok can help develop students' creativity and innovation, contributing to more dynamic didactic interventions.\" While some pointed out technical constraints--\"in our case, the 30-s limit complicated things a bit...however, we realised that by synthesising the key points, we had even more time than needed\"--the overall response was highly positive. The activity was described as \"very interesting and enriching,\" and one group even suggested creating a school-wide TikTok account to foster peer learning across classes. In both tasks, the responses from Groups A and B highlight not only the effectiveness of integrating real-world contexts and digital tools in science education, but also the critical and reflective capacities these activities can cultivate in pre-service teachers.