Emociones y autoeficacia del alumnado de Educación Secundaria ante contenidos de Biología y Geología

Expósito, José Luis Muñoz; Gallego, María Rocío Esteban; Acedo, María Antonia Dávila; Merino, José María

doi:10.17979/arec.2023.7.1.9360

Cited by 3 publications

(1 citation statement)

References 33 publications

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“…Different studies suggest that primary and secondary school students tend to associate less positive emotions with geological topics [76,77]. These topics make them experience boredom or very little interest, and they find it difficult to understand their applicability in everyday life [78]. This may be due to the traditional teaching methodologies employed in classrooms.…”

Section: Discussionmentioning

confidence: 99%

Salt Production and the Geoheritage of the Huesca Province (Spain): Context, History, and Potential as an Educational Resource

Calvo,

Carrasquer-Álvarez,

Martínez-Aznar

2023

Geosciences

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Salt harvesting through natural solar evaporation of salt brines is a practice notably abundant in the Iberian Peninsula. Such activity has been relevant for human consumption, food preservation, livestock feed, and various industries throughout history. The objective of this research is to analyze the productive history and conservation state of the salt evaporation ponds located in Naval and Peralta de la Sal (Huesca, Spain), as well as their didactic potential. These saltworks are associated with clay and gypsum levels from the Upper Triassic (Keuper). The earliest written records of salt production in the area date back to the 10th century, but they were exploited as early as the Bronze Age. Remains of most of the ponds and some buildings are still preserved and are easily accessed, which makes them very interesting from an educational perspective. Both on-site and off-site activities can be carried out to analyze their historical and current significance through modeling and argumentation practices. This can lead to a better understanding of how geology relates to everyday life and facilitate the development of positive attitudes among students towards geoheritage while raising awareness about its preservation and preventing its degradation.

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Section: Discussionmentioning

confidence: 99%

Salt Production and the Geoheritage of the Huesca Province (Spain): Context, History, and Potential as an Educational Resource

Calvo,

Carrasquer-Álvarez,

Martínez-Aznar

2023

Geosciences

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

Muñoz-Losa,

Marcos-Merino

2024

Front. Educ.

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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.

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The influence of emotions on science teaching: a case study with three early childhood education teachers

Praderio Gaias,

Furman,

Luzuriaga

et al. 2024

Front. Educ.

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Teaching science in early childhood education (ECE) is crucial for fostering essential scientific thinking skills, which are vital for young learners’ development and formative trajectories. While this educational level presents exciting opportunities for integrating science teaching, it also poses challenges related to teachers ́ cognitive, pedagogical, and emotional constraints. Recognizing the pivotal role of teachers’ emotions in shaping their practices, we aim to specifically examine the influence of teachers’ emotions on science teaching in ECE, an area that remains underresearched. We conducted a multiple case study involving three ECE teachers in La Plata, Argentina, who demonstrated a strong interest in improving their pedagogical practices despite acknowledging their difficulties and insecurities in teaching science. We explored their emotions and how they relate to science lesson planning and implementation through surveys, in-depth interviews, and observations. Data collection was designed in three stages: pre-active, interactive, and post-active teaching. First, we surveyed the range of negative and positive emotions that teachers experienced toward sciences, rooted in their personal and formative prior experiences, and examined how these emotions influenced their planning (pre-active stage). Subsequently, we investigated the emotions associated with science teaching in the interactive stage and recorded classroom observations to document how they implemented their plans. Finally, we conducted in-depth interviews with the teachers while they watched the recorded class videos, allowing them to reflect on their decision-making and implementation characteristics (post-active stage). Our findings reveal a dichotomy: negative emotions derived from past experiences reduce engagement, while positive emotions enhance motivation and enrich the learning environment. Negative emotions arising from the implementation of science activities in real classroom contexts may lead to canceled classes, whereas positive emotions foster persistence and optimism. We discuss the significance of emotional awareness in teaching practices, emphasizing the importance of understanding and managing negative emotions through teacher training and professional development programs. This approach can enhance teacher confidence and satisfaction, ultimately contributing to improved early childhood science education.

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Emociones y autoeficacia del alumnado de Educación Secundaria ante contenidos de Biología y Geología

Cited by 3 publications

References 33 publications

Salt Production and the Geoheritage of the Huesca Province (Spain): Context, History, and Potential as an Educational Resource

Salt Production and the Geoheritage of the Huesca Province (Spain): Context, History, and Potential as an Educational Resource

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

The influence of emotions on science teaching: a case study with three early childhood education teachers

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