An approach to epistemic emotions in physics’ teaching-learning. The case of pre-service teachers

Barco, Miriam Andrea Hernández del; Cañada, Florentina Cañada; Moreno, Antonio Manuel Cordovilla; Airado‐Rodríguez, Diego

doi:10.1016/j.heliyon.2022.e11444

Cited by 3 publications

(1 citation statement)

References 51 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Physics is one of the most fundamental science with many differences from the other educational study program or sciences regarding complexity. Since it is related to the natural science subject, this study program has many mathematical formulas, complex scientific laws (Elyyan et al, 2016;Roche et al, 2016;Puspitasari et al, 2021), theorems, and scientific postulates (Vinitsky-Pinsky & Galili, 2014; Del Barco et al, 2022;Fielding et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Creative Problem Solving-Flipped Classroom for Enhancing Students' Creative Thinking Skills of Online Physics Educational Learning

Rahayu

Setyosari

Hidayat

et al. 2022

JPII

View full text Add to dashboard Cite

Physics science differs from other educational programs. As a natural science subject, this study program has many mathematical formulas, complex scientific laws, theorems, and scientific postulates. This study program needs creative thinking skills since physics learning is related to creativity in solving scientific problems. CPS (Creative Problem Solving) and flipped classrooms are some efforts to increase creative thinking skills. In Indonesia, COVID-19 is the main reason for conducting online learning. However, there is no supporting information about the effectiveness of CPS and flipped classrooms as methods for online physics learning in university. Thus, this study aims to identify the effectiveness of CPS–flipped classrooms assisted by videos in enhancing university students' creative thinking skills for online learning. The study participants were university students from the Physics Education Study Program (population = 66 students, random cluster sampling for the sampling method) of Mataram University. They were divided into the control and experimental or treatment groups. This study used a pre-test and post-test group design (seven description questions). All questions were validated and reliable. All data were analyzed using an N-gain score and t-test. The results show that the N-gain score is in the medium zone. The data were normally and homogeneously distributed. The analysis result using the t-test shows that the addition of flipped classrooms is more effective than the control group (CPS only). CPS-flipped classroom performs better than CPS, proving the ability of flipped classrooms as the alternative method in online learning.

show abstract

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Creative Problem Solving-Flipped Classroom for Enhancing Students' Creative Thinking Skills of Online Physics Educational Learning

Rahayu

Setyosari

Hidayat

et al. 2022

JPII

View full text Add to dashboard Cite

show abstract

The Superconductivity Phenomenon from the Discovery to the BCS Theory: A Storytelling Approach

Persano Adorno,

Bellomonte,

Pizzolato

2024

Springer Proceedings in Physics

View full text Add to dashboard Cite

Emotions and self-efficacy toward simple machines learning through a STEM practice

Muñoz-Losa,

Marcos-Merino

2024

Front. Educ.

View full text Add to dashboard Cite

IntroductionThis study explores the impact of an interactive physics class on the emotions and self-efficacy of elementary education students, specifically in their future roles as educators using STEM-based pedagogical methods. The research aims to understand how such an approach affects students’ emotional responses and confidence in teaching STEM topics.MethodsThe sample included 97 fourth-year prospective elementary teachers. Participants completed pretests and posttests measuring emotions and self-efficacy related to both course content and the pedagogical approach.ResultsFindings indicated a significant increase in both positive emotions and self-efficacy following the interactive class. Male students reported higher levels of positive emotions and self-efficacy than their female peers. Furthermore, students with backgrounds in sciences and technology showed greater improvement compared to those from social science backgrounds. A positive correlation between emotions and self-efficacy was observed.DiscussionThe manipulative, collaborative, and interdisciplinary nature of the physics class likely contributed to the observed positive changes in emotions and self-efficacy. Network analysis suggested that reducing boredom could enhance emotional responses, given its role in affecting both positive and negative emotions. On the other hand, it has been observed that uncertainty could be beneficial in STEM activities due to their relationship with self-efficacy.

show abstract

An approach to epistemic emotions in physics’ teaching-learning. The case of pre-service teachers

Cited by 3 publications

References 51 publications

The Effectiveness of Creative Problem Solving-Flipped Classroom for Enhancing Students' Creative Thinking Skills of Online Physics Educational Learning

The Effectiveness of Creative Problem Solving-Flipped Classroom for Enhancing Students' Creative Thinking Skills of Online Physics Educational Learning

The Superconductivity Phenomenon from the Discovery to the BCS Theory: A Storytelling Approach

Emotions and self-efficacy toward simple machines learning through a STEM practice

Contact Info

Product

Resources

About