¿Qué suena dentro de tu cuerpo? Un proyecto sobre el corazón en Educación Infantil

Nature field trips stand out as pedagogical experiences because of their benefits in science learning, even in early childhood education (ECE). However, previous studies have found that teachers often do not make use of their full educational potential. The present research offers a descriptive exploration of ECE prospective teachers' enactment of nature field trips, detecting the difficulties they encounter and the mistakes they make. To this end, 205 videos were analyzed qualitatively to determine the pedagogical planning of nature field trips proposed and carried out by prospective ECE teachers. The results indicated that most of the participants designed nature field trips in which they could develop conceptual content related to living things through an expository method, with pupils having a passive role. They did not use activities, materials, questions, or evaluation during the trips, and neither did they integrate the trips into their classroom programming. This study adds to an understanding of how prospective teachers perceive nature field trips. Implications are presented for teacher educators working with preservice teachers to

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Analysis of prospective early childhood education teachers' proposals of nature field trips: An educational experience to bring nature close during this stage

Bravo

Borrego

Bravo

et al. 2021

Science Education

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Iniciación a las prácticas científicas en Educación Infantil: aprendiendo sobre el sistema digestivo por indagación basada en modelos

Alcalá¹,

Maqueda²

2022

Rev_Eureka_ensen_divulg_cienc

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PDF generado a partir de XML-JATS4R por Redalyc Proyecto académico sin fines de lucro, desarrollado bajo la iniciativa de acceso abierto 120201Experiencias, recursos y otros trabajos Iniciación a las prácticas científicas en Educación Infantil: aprendiendo sobre el sistema digestivo por indagación basada en modelos Scientific practical initiation in Kindergarten: the digestive system through inquiry and modeling based learning

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The influence of emotions on science teaching: a case study with three early childhood education teachers

Praderio Gaias,

Furman,

Luzuriaga

et al. 2024

Front. Educ.

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Teaching science in early childhood education (ECE) is crucial for fostering essential scientific thinking skills, which are vital for young learners’ development and formative trajectories. While this educational level presents exciting opportunities for integrating science teaching, it also poses challenges related to teachers ́ cognitive, pedagogical, and emotional constraints. Recognizing the pivotal role of teachers’ emotions in shaping their practices, we aim to specifically examine the influence of teachers’ emotions on science teaching in ECE, an area that remains underresearched. We conducted a multiple case study involving three ECE teachers in La Plata, Argentina, who demonstrated a strong interest in improving their pedagogical practices despite acknowledging their difficulties and insecurities in teaching science. We explored their emotions and how they relate to science lesson planning and implementation through surveys, in-depth interviews, and observations. Data collection was designed in three stages: pre-active, interactive, and post-active teaching. First, we surveyed the range of negative and positive emotions that teachers experienced toward sciences, rooted in their personal and formative prior experiences, and examined how these emotions influenced their planning (pre-active stage). Subsequently, we investigated the emotions associated with science teaching in the interactive stage and recorded classroom observations to document how they implemented their plans. Finally, we conducted in-depth interviews with the teachers while they watched the recorded class videos, allowing them to reflect on their decision-making and implementation characteristics (post-active stage). Our findings reveal a dichotomy: negative emotions derived from past experiences reduce engagement, while positive emotions enhance motivation and enrich the learning environment. Negative emotions arising from the implementation of science activities in real classroom contexts may lead to canceled classes, whereas positive emotions foster persistence and optimism. We discuss the significance of emotional awareness in teaching practices, emphasizing the importance of understanding and managing negative emotions through teacher training and professional development programs. This approach can enhance teacher confidence and satisfaction, ultimately contributing to improved early childhood science education.

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¿Qué suena dentro de tu cuerpo? Un proyecto sobre el corazón en Educación Infantil

Cited by 3 publications

References 23 publications

Analysis of prospective early childhood education teachers' proposals of nature field trips: An educational experience to bring nature close during this stage

Analysis of prospective early childhood education teachers' proposals of nature field trips: An educational experience to bring nature close during this stage

Iniciación a las prácticas científicas en Educación Infantil: aprendiendo sobre el sistema digestivo por indagación basada en modelos

The influence of emotions on science teaching: a case study with three early childhood education teachers

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