Emotional Performance of a Low-Cost Eco-Friendly PBL Methodology for Science Education. Approach in Prospective Teachers

Abstract

The emotional dimension in education has become increasingly important in recent decades. Enhancing the emotional dimension of prospective teachers in science subjects is higher education stuff responsibility. The implementation of active methodologies could modify the traditional student-teacher roles that are encouraged by the educational policies implemented in the Bologna Process. The principal aim of this work is to describe a Project Based Learning methodology and to introduce it as potential resource for the emotional and cognitive improvement of 19 prospective primary teachers enrolled in a scientific subject. This is a qualitative study with a transversal sustainability approach in the context of a research line focused on Higher Education for Sustainable Development. A questionnaire was designed and filled by the students at two different times, before and after implementation of the activity. The initial feedback from students was surprisingly enthusiastic by the fact that they were working with rockets, despite of this is not a common emotion in the science field. The results show the emotional improvement of prospective teachers after the implementation. It is concluded that a correct science education is necessary during the training of teachers taking into account their emotional dimension and the social repercussion due to the future transmission.

Self-Efficacy of PCK: An Exploration of Indonesian Prospective Physics Teacher Perspectives

“…Their limitations in understanding physics material affect their confidence in correctly conveying it to students. Emotions toward Physics, such as fear or rejection of specific science topics, can also reduce self-efficacy in teaching (Hernández-Barco et al, 2021).…”

“…Several studies have shown that self-efficacy is not affected by gender differences (Hernández-Barco et al, 2021;Özdemir & Hastürk, 2021;Shahat et al, 2022). Self-efficacy increases with age and length of teaching experience (Kahveci et al, 2018), besides that it can also be improved through specific learning approaches (González-Gómez et al, 2022;Mukhtar et al, 2021).…”