Emotions in prospective secondary teachers when teaching science content, distinguishing by gender

Borrachero, Ana Belén; Brígido, Maria Aparecida da Silveira; Mellado, Lucía; Borrego, Emilio Costillo; Jiménez, Vicente Mellado

doi:10.1080/02635143.2014.909800

Cited by 62 publications

(61 citation statements)

References 36 publications

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“…Or more in particular, several studies demonstrated that the way student teachers relate to particular subject content in the curriculum is also highly loaded with emotions. A series of recent questionnaire studies in Spain focused on the way future primary (Brigido, Bermejo, Conde, & Mellado, 2010Brígido, Borrachero, Bermejo, & Mellado, 2013 ) and secondary teachers (Borrachero, Brigido, Costillo, Bermejo & Melado, 2013 ;Borrachero, Brígido, Mellado, Costillo & Mellado, 2014 ) felt about particular subjects in science education. They found striking differences between physics and chemistry on the one hand and nature sciences (biology, geology) on the other.…”

Section: Emotions and Subject Contentmentioning

confidence: 99%

The Emotional Dimension in Becoming a Teacher

Kelchtermans

Deketelaere

2016

International Handbook of Teacher Education

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Section: Emotions and Subject Contentmentioning

confidence: 99%

The Emotional Dimension in Becoming a Teacher

Kelchtermans

Deketelaere

2016

International Handbook of Teacher Education

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“…For this purpose, a prose-designed questionnaire based on previous studies conducted by our research group was considered (Borrachero et al 2014;Dávila Acedo et al 2015). The emotions taken into consideration in this study were sorted in two groups, namely positive and negative emotions (Bisquerra 2005;Damasio 2005).…”

Section: Students' Perceptions and Emotionsmentioning

confidence: 99%

“…On the other hand, an important number of researches have already pointed out the connection between the cognitive and affective dimensions in the teaching and learning process (Hargreaves 2000;Sutton and Wheatley 2003;Borrachero et al 2014). According to Tobin (2010), emotions act as a social glue that interconnects individual and collective interests and actions in the learning process.…”

Section: Introductionmentioning

confidence: 98%

Students’ Perceptions and Emotions Toward Learning in a Flipped General Science Classroom

2016

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Recently, the inverted instruction methodologies are gaining attentions in higher educations by claiming that flipping the classroom engages more effectively students with the learning process. Besides, students' perceptions and emotions involved in their learning process must be assessed in order to gauge the usability of this relatively new instruction methodology, since it is vital in the educational formation. For this reason, this study intends to evaluate the students' perceptions and emotions when a flipped classroom setting is used as instruction methodology. This research was conducted in a general science course, sophomore of the Primary Education bachelor degree in the Training Teaching School of the University of Extremadura (Spain). The results show that the students have the overall positive perceptions to a flipped classroom setting. Particularly, over 80 % of them considered that the course was a valuable learning experience. They also found this course more interactive and were willing to have more courses following a flipped model. According to the students' emotions toward a flipped classroom course, the highest scores were given to the positive emotions, being fun and enthusiasm along with keyword frequency test. Then, the lowest scores were corresponded to negative emotions, being boredom and fear. Therefore, the students attending to a flipped course demonstrated to have more positive and less negative emotions. The results obtained in this study allow drawing a promising tendency about the students' perceptions and emotions toward the flipped classroom methodology and will contribute to fully frame this relatively new instruction methodology.

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“…Students find decision making especially important at the end of their compulsory education when they have to decide on their future studies (Lavonen, Gedrovics, Byman, Meisalo, Juuti & Uitto, 2008), hence the relevance of adequate management of emotions in encouraging or discouraging their future vocations. Primary teachers' own ideas and emotions towards science and science education are projected onto their students (Borrachero, Brígido, Mellado Costillo & Mellado, 2014), so that it is crucial to promote positive emotions at every educational level, including university. Numerous studies have found that the attitudinal and emotional factors involved in learning science become increasingly negative with age, especially so during secondary education (Marbá-Tallada & Márquez, 2010;Vázquez & Manassero, 2011).…”

Section: Introductionmentioning

confidence: 99%

Emotional responses to innovative Science teaching methods: Acquiring emotional data in a General Science teacher education class

Sánchez‐Martín

Cañada-Cañada

Dávila-Acedo

2018

J. Technol. Sci. Educ.

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The current work tries to inquiry how different teaching methods affect on the student's emotional performance. The traditional questionnaire for data collection has been replaced by in-situ, on-lineassisted, survey. This instrument was continoulsy applied over the course of 17 General Science lessons. The experiment involved 120 prospective primary education teachers. Emotions to choose: rejection, boredom, satisfaction, surprise and the teaching methods involved were pure oral presentation, oral presentation with gamification, oral presentation with audiovisual support, oriented research, and handson activities. When the teaching method was changed to gamification or hands-on activities, the prospective teachers felt dynamic emotions, whereas they generally felt satisfaction or boredom (static emotions) with a traditional pure oral presentation. The students mainly identified the teaching method as being the most influential reason for having chosen their prevalent emotion, reflected in a dramatic increase in emotional performance when they were taught with innovative methods.

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Emotions in prospective secondary teachers when teaching science content, distinguishing by gender

Cited by 62 publications

References 36 publications

The Emotional Dimension in Becoming a Teacher

The Emotional Dimension in Becoming a Teacher

Students’ Perceptions and Emotions Toward Learning in a Flipped General Science Classroom

Emotional responses to innovative Science teaching methods: Acquiring emotional data in a General Science teacher education class

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