Although Science Teaching studies are increasingly taking emotions into account, few have dealt with prospective teachers. The present work analyses the emotions aroused in the science of 83 prospective secondary teachers enrolled in the Master's Course in Teacher Education in Secondary Education at the University of Extremadura, in three specialities: Biology/Geology, Mathematics, and Physics/Chemistry. In general, prospective teachers experienced positive emotions in learning Biology, Geology and Chemistry, and mostly negative emotions towards the content of Physics and Mathematics. For this reason, it is necessary for the education of prospective teachers to include getting them to share their own school experiences, their emotions in teaching science, and how those emotions might influence how they teach and learn science.KEYWORDS: emotions, teacher training, science, Secondary. RESUMENEl plano afectivo en los estudios de Didáctica de las Ciencias cada vez cobra mayor importancia, sin embargo son pocos los trabajos dirigidos a los profesores en formación. En este estudio se analizaron las emociones despertadas en el aprendizaje de las ciencias de 83 futuros profesores de Secundaria que cursan el Máster Universitario en Formación del Profesorado en Educación Secundaria de la Universidad de Extremadura en tres especialidades: Biología/Geología, Matemáticas, y Física/Química. En general, los futuros docentes experimentaron emociones positivas en el aprendizaje de la Biología, la Geología y la Química, y mayoritariamente emociones negativas hacia los contenidos de la Física y las Matemáticas. Creemos necesario que los futuros docentes deben reflexionar sobre las experiencias educativas que han generado emociones positivas o negativas y de cómo estas emociones pueden influir en la enseñanza y el aprendizaje de las ciencias.DESCRIPTORES: emociones, formación del profesorado, ciencias, Secundaria.

This paper offers the description about a intervention program designed as a result of a study about the affective domain aroused in prospective Primary teachers in their initial teacher education during their science classes, with the result of negative self-efficacy beliefs. The aim is an improving of the self-efficacy beliefs in their science teaching practices, as of some activities in three timeframes: before, during and after their practices in the schools. The total sample was 11 prospective Primary teachers. The results showed that there is a relationship between the beliefs as students and as teachers, as well as an improvement in the self-efficacy believes as science teachers after a metacognitive emotional intervention program. The findings show the importance of the affective domain and of the emotional training in the teachers teaching.Keywords: Self-Efficacy, Teaching science, Initial teaching education. RESUMENEste trabajo ofrece la descripción de un programa de intervención diseñado a raíz del estudio sobre el dominio afectivo en los maestros de Primaria en formación inicial en sus clases de ciencias, protagonizado por unas bajas creencias de autoeficacia. El objetivo es una búsqueda en la mejora de las creencias de autoeficacia en sus prácticas docentes de ciencias a partir de una serie de actividades realizadas en tres momentos temporales: antes, durante y después del periodo de prácticas en los centros escolares. La muestra total ha sido de 11 sujetos de tercer curso de Magisterio, especialidad Primaria. Los resultados muestran que hay una relación entre las creencias como aprendices y como docentes de ciencias, existiendo en general una mejora de las creencias de autoeficacia como docentes de ciencias tres un programa metacognitivo de intervención emocional. Los hallazgos muestran la importancia del dominio afectivo y de la formación emocional en la enseñanza de maestros.Palabras clave: Auto-eficacia, Enseñanza de las ciencias, Formación inicial de maestros.

Las emociones en los estudios de Didáctica de las Ciencias cada vez se tienen más en cuenta, sin embargo son pocos los trabajos dirigidos a los profesores en formación. En este trabajo se analizaron las emociones de 38 futuros profesores de secundaria que cursan el

Science field trips of students have a positive impact about learning-teaching of Biology and Geology area. Nevertheless, few teachers carry out such activities in the right way. One reason could be the lack of studies concerning to activities focusing in the cognitive and affective teacher domains, especially in the first step of teacher education. Preliminary studies of our research group have shown that future teachers have wrong pedagogical concepts about these activities, sometimes related to their own experience as students. We study the assessment of prospective teachers about affective domain in nature field trips as teaching and learning activities. We analyzed 130 prospective teachers, 81 primary prospective teachers and 49 secondary prospective teachers. We use a single reflection on the merits of the science field trips with respect to the classroom. These prospective teachers were very much in agreement with the importance of these activities in enhancing their pupils' affective domain. The 49.22% reported that science field trips generated improvements in the affective domain. Although this percentage is higher in secondary prospective teachers than primary prospective teachers (55.10% vs. 49.68%), the differences were not significant. No significant differences were found regarding gender of prospective teachers. Currently when it dominates a negative view of science among students is an important role for these activities. Therefore it is necessary to work these science field trip in-prospective teachers as they play a key role in the teaching and learning of these subjects KEY WORDS: Science field trip; affective domain; Teaching and learning activities; teacher training.

In science education, pointing out the affective domain is a basic aspect which is an important achievement, recognize the affection as an emotion in acts of knowing, thinking, acting and relating is fundamental/crucial in the learning process. This paper aims to analyze the emotions of the students in Secondary Education (ESO) to learning of physics and chemistry and find the causes that originated those emotions. The sample consisted of 510 students from first grade of different careers and branches of knowledge from the University of Extremadura in the academic year 2012 / 2013. The results show that the negative emotions coexist with positive emotions in learning physics and chemistry. The causes of these emotions would be related to aspects of teacher, the subject and the student.Keywords: Emotions, Physics, Chemistry, Secondary Education, Learning. RESUMENEn la enseñanza de las ciencias, señalar el ámbito afectivo es un aspecto básico que constituye un logro importante, pues reconocer el afecto como una emoción en los actos de conocer, pensar, actuar y relacionarse es fundamental en el proceso de aprendizaje. El objetivo de este estudio es analizar las emociones de los alumnos de Educación Secundaria Obligatoria (ESO) ante el aprendizaje de la Física y la Química y encontrar las posibles causas que originaron esas emociones. La muestra está constituida por 510 alumnos de primero de grado de diferentes carreras y ramas de conocimiento de la Universidad de Extremadura durante el curso académico 2012/2013. A groso modo, los resultados muestran que las emociones negativas coexisten con las emociones positivas en el aprendizaje de la Física y la Química. Las causas de estas emociones estarían relacionadas con aspectos del profesor, de la asignatura y del propio alumno.