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- Title
El cambio en las emociones de futuros maestros en la interacción con una enseñanza de las ciencias basada en indagación.
- Authors
Retana Alvarado, Diego Armando; de las Heras Pérez, María Ángeles; Vázquez-Bernal, Bartolomé; Jiménez-Pérez, Roque
- Abstract
In Spain, various interventions have been designed and implemented to improve emotional competencies and the development of Pedagogical Content Knowledge (PCK) in teachers in initial training. Through inquiry, they are emotionally and intellectually engaged in scientific learning. This article analyses the change in emotions towards the inquiry methodology in a Science Didactics subject with emotional intervention. Fifty-four students enrolled in the Degree of Primary Education at the University of Huelva, who manifested in a questionnaire with a Likert scale their degree of agreement in the intensity of seven negative emotions, before, during, and after the intervention. Also, through classroom observations, narratives, and interviews with the trainer and a new teacher, the possible causes of change are established. Data treatment was based on descriptive analysis, exploratory factor analysis, and non-parametric tests. The results confirm the predominance of positive emotions in the three moments. There is a significant increase in enthusiasm, satisfaction, interest, acceptance, tranquillity, well-being, and wonder, also a significant decrease in scare, fear, and boredom. The approach to a socioscientific issue linked to the Andalusian context, the application of regulation strategies and the field trip to the natural environment enhance the change in emotions.
- Subjects
SPAIN; EXPLORATORY factor analysis; PEDAGOGICAL content knowledge; SATISFACTION; TEACHER training; OBSERVATION (Educational method); SCIENCE education; INQUIRY-based learning; TEACHER development
- Publication
Tecné, Episteme y Didaxis, 2022, Issue 53, p137
- ISSN
0121-3814
- Publication type
Article
- DOI
10.17227/ted.num53-13772