En defensa de las actitudes y emociones en la educación científica (I): evidencias y argumentos generales

Alonso, Ángel Vázquez; Manassero-Mas, María Antonia

doi:10.25267/rev_eureka_ensen_divulg_cienc.2007.v4.i2.03

Cited by 46 publications

(20 citation statements)

References 74 publications

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“…Specifically, in a STEM course, emotions perform as a key axis to accomplish substantial learning [28]. In reality, positive emotional conditions encourage science learning and expand students' commitment, like active learners, while negative emotions hinder the learning capability [29,30]. According to various research, the emotional rejection of students is one of the main causes of failure of courses, especially in a STEM setting, because many students feel negative emotions, such as fear, nervousness or concern [30,31].…”

Section: Introductionmentioning

confidence: 99%

The Study of Flipped-Classroom for Pre-Service Science Teachers

2018

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The relatively new methodology, flipped-classroom, is one of blended learning instruction methodologies in which the traditional-classroom is inverted. This methodology asserts that students can participate and engage more successfully in their class and can attain better learning when their classroom is flipped. This work presents a two-year study to measure the effects of the flipped-classroom model on the performance, perceptions, and emotions for teacher training students in science education. Particularly, this research was carried out during two courses, 2014/2015 and 2015/2016, in a general science subject. With a post-task questionnaire, we obtained the information to assess their performance, perceptions, and emotions, toward the class. The results confirmed that a statistically significant difference was found on all assessments with the flipped-classroom students, performing higher on average, showing favorable perceptions, and demonstrating positive emotions about the flipped-classroom model. Thus, the students were ready to take more courses pursuing a flipped-classroom model. The results achieved in this study show a promising inclination about the performance, perceptions, and emotions of students toward the flipped-classroom methodology, and will provide an entirely a new impetus for this relatively new instruction methodology.

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Section: Introductionmentioning

confidence: 99%

The Study of Flipped-Classroom for Pre-Service Science Teachers

2018

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“…Guerrero et al (2002) proponen que esta es una predisposición constante con relación a un objeto o situación que conllevan al sujeto a reaccionar de acuerdo con sus creencias y sentimientos. Según Vázquez y Manassero (2007), dicha predisposición implica el conocimiento, las conductas explícitas y la evaluación afectiva del objeto, considerado esta última como el componente más relevante de la actitud, dada la diversidad de creencias sobre esta.…”

Section: El Dominio Afectivo: Creencias Actitudes Y Emocionesunclassified

Creencias, actitudes y emociones de un grupo de profesores de primaria en la enseñanza de temas sobre Educación Ambiental.

Herrera-López

Bernal

2020

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El dominio afectivo alude a una diversidad de sentimientos, no solo se limita a lo cognitivo, involucra ámbitos que explican la percepción y afectividad del sujeto respecto a las situaciones que lo rodean. El presente artículo busca identificar las creencias, actitudes y emociones del profesorado de primaria frente a la Educación Ambiental. Para ello, se desarrolla una investigación de tipo mixto, participan 40 profesores de los grados 3°, 4° y 5° de diez centros educativos del Valle de Aburrá (Colombia). Se diseña y aplica un cuestionario de escala Likert para reconocer el grado de acuerdo en torno a 18 variables, se elabora una entrevista y se analiza un caso, buscando complementar la investigación. Los resultados muestran una tendencia ambientalista, pese a que se expresan actitudes y emociones positivas, parece haber factores que condicionan el dominio afectivo. Se considera importante la formación inicial y continua del profesorado en Educación Ambiental.

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“…Some studies (Vázquez & Manassero, 2011;van Aalderen-Smeets & van der Molen, 2015) have shown that students begin to show disinterest in STEM disciplines at an early age, causing them to have a negative image of science in general, and to abandon their choice of STEM careers later on. In this context, the affective domain in science teaching-learning plays a fundamental role, because the emotional factor is closely connected to the cognitive factor, i.e., encouraging the presence of positive emotions in students during the study of a subject promotes learning, while the generation of negative emotions limits it (Vázquez & Manassero, 2007). Specifically, this affective domain takes on special importance for teachers in training, where generating positive emotions is useful for them to feel competent and trained for science instruction, since it depends on them to generate interest in science in future generations (Jeong, González-Gómez & Cañada-Cañada, 2019a).…”

Section: Introductionmentioning

confidence: 99%

Virtual escape room and STEM content: Effects on the affective domain on teacher trainess

Yllana-Prieto

Jeong

González‐Gómez

2021

J. Technol. Sci. Educ.

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In recent times, there has been growing disinterest by students in STEM disciplines (science, technology, engineering, and mathematics). This trend is especially acute in those students who do not take STEM content during their secondary or high school education. This disinterest might be conditioned by negative emotions towards science developed by students during the different educational stages, even from an early age. In this sense, active teaching methodologies, such as gamification, play a fundamental role in fostering positive emotions towards learning STEM content. Within the wide range of gamification methodologies, we find educational Escape Rooms. Due to the current situation generated by COVID-19, many of the lessons have had to be adapted to a virtual format through various online platforms. In this study, in a preliminary manner, we aim to analyze the effects on the affective domain produced by a virtual Escape Room used in a STEM course as an instructional tool to teach contents about the Universe to teachers in training. According to the results obtained, the positive emotions of “happiness”, “satisfaction” and “fun” are significantly increased after the intervention. At the same time, some negative emotions, such as “nervousness”, “frustration” and “worry” also increase, partly due to the components typically found in this type of games. Based on these results, it is concluded that, despite the existence of both positive and negative emotions, the results are promising and the intervention is motivating and stimulating for the students.

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En defensa de las actitudes y emociones en la educación científica (I): evidencias y argumentos generales

Cited by 46 publications

References 74 publications

The Study of Flipped-Classroom for Pre-Service Science Teachers

The Study of Flipped-Classroom for Pre-Service Science Teachers

Creencias, actitudes y emociones de un grupo de profesores de primaria en la enseñanza de temas sobre Educación Ambiental.

Virtual escape room and STEM content: Effects on the affective domain on teacher trainess

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