Los microbios, ¿buenos o malos?: el juego de mesa “Los microorganismos en nuestra vida"

Corbacho, Isaac; Gallego, María Rocío Esteban; Merino, José María; Barco, Miriam Andrea Hernández del

doi:10.25267/rev_eureka_ensen_divulg_cienc.2023.v20.i3.3202

Rev_Eureka_ensen_divulg_cienc

2023

DOI: 10.25267/rev_eureka_ensen_divulg_cienc.2023.v20.i3.3202

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Los microbios, ¿buenos o malos?: el juego de mesa “Los microorganismos en nuestra vida"

Isaac Corbacho

María Rocío Esteban Gallego

José María Merino

et al.

Abstract: PDF generado a partir de XML-JATS4R por Redalyc Proyecto académico sin fines de lucro, desarrollado bajo la iniciativa de acceso abierto educativo versátil, fácilmente adaptable a distintos niveles de enseñanza, con el que es posible abordar los microorganismos desde la Educación Primaria hasta la Educación Superior, incluyendo dentro de esta la formación inicial del profesorado.

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A longitudinal study during scientific teacher training: the association between affective and cognitive dimensions

Hernández-Barco,

Corbacho-Cuello,

Sánchez-Martín

et al. 2024

Front. Educ.

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Learning processes are undoubtedly linked to affective factors. Motivation, interest, curiosity and emotions have been already detected as the core of learning processes: affective domain modulates learning. In this work, a quantitative longitudinal study (three courses) has been conducted during primary school teacher training. An initial diagnosis of affective variables (emotions and self-efficacy) and scientifical knowledge revealed that prospective teachers claim feeling negative emotions toward physics and chemistry contents whereas these students report low scientific knowledge. Therefore, a metacognitive and emotional program was implemented in order to modify these emotions and to improve learning. After three courses, emotions, self-efficacy and scientific knowledge were assessed again. The results obtained suggest that the implementation of active methodologies for teaching science could promote positive emotions, it could lead prospective teachers to improve their self-efficacy’ perception and promotes their learning. The relationships between the different variables considered in the research were studied, and a significant relationship was found between the affective variables (self-efficacy and emotions) and cognitive variables. Prospective teachers involved in this research reported more positive emotions, an increase in their self-efficacy perception and an improvement in their scientific knowledge. These findings may lead to a deeper understanding of the affective role in science learning and could be extended to other content that also elicits negative emotions.

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A longitudinal study during scientific teacher training: the association between affective and cognitive dimensions

Hernández-Barco,

Corbacho-Cuello,

Sánchez-Martín

et al. 2024

Front. Educ.

View full text Add to dashboard Cite

show abstract

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Los microbios, ¿buenos o malos?: el juego de mesa “Los microorganismos en nuestra vida"

Cited by 1 publication

References 22 publications

A longitudinal study during scientific teacher training: the association between affective and cognitive dimensions

A longitudinal study during scientific teacher training: the association between affective and cognitive dimensions

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