Prospective primary teachers’ self-efficacy and emotions in science teaching

Teaching technology: From knowing to feeling enhancing emotional and content acquisition performance through Gardner’s Multiple Intelligences Theory in technology and design lessons

“…Previous research indicated the need for analyzing the emotions by distinguishing the different subjects of science and technology (Van Der Hoeven Kraft, Srogi, Husman, Semken & Fuhrmman, 2011;Vázquez & Manassero, 2007). Other studies show that secondary pupils have positive attitudes and emotions towards Biology and Geology and negative ones towards Physics and Chemistry (Borrachero Brígido, Gomez, Bermejo & Mellado, 2011;Brígido, Borrachero et al, 2013;Marbá-Tallada & Márquez, 2010). It is also remarkable the fact that the active assumption of the technology at emotional level is absolutely essential in the integration of these contents and, consequently, a technology learned under negative feelings will be unuseful for learners, either young or adult pupils (Straub, 2009).…”

“…558) and Otero (2006) notes that there is no human action without an emotion that substantiates it and makes it possible. However, the study of emotions and feelings was seen as being far removed from education for many years, and even more so from the teaching and learning of specific school content (Brígido, Borrachero, Bermejo & Mellado, 2013;Álvarez & Canal, 2013). In addition, Technology contents are even more distant from these considerations, that are recently inserted in the Science Education Corpus (Black & Atkin, 2005).…”

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

“…This role is increasingly being considered by experts in the teaching and learning process. Although each one can without doubt acknowledge these affective aspects influence with an evident relevance on the human beings' learning process (it is hard to remember the content one has studied, but it is easy to remember how one felt when studying it), emotional domain has been systematically out education, and above all out from the specific didactics (Brígido, Borrachero, Bermejo & Mellado, 2013). But their recent inclusion in the science education corpus (Black & Atkin, 2005) is being continuously refined by in-class experiences such as those reported by Sánchez-Martín, Álvarez-Gragera, Dávila-Acedo and Mellado (2017a,b) and Dávila-Acedo, Cañada-Cañada, Sánchez-Martín and Mellado (2016).…”

Las emociones del futuro profesorado de secundaria de ciencias y matemáticas, tras un programa de intervención

“…Se discutieron resultados obtenidos en otros estudios sobre emociones y creencias de autoeficacia docente (Brígido, Borrachero, Bermejo y Mellado, 2013), para que fueran conscientes de la importancia del dominio afectivo en la enseñanza y aprendizaje de las ciencias y las matemáticas. Se les habló del equipo multidisciplinar que lo iba a desarrollar, de las sesiones que se iban a realizar y de lo que se esperaba conseguir con él.…”