Las emociones de los futuros profesores de secundaria sobre el aprendizaje y la enseñanza de las ciencias
- BORRACHERO CORTES, ANA BELE 1
- María Brígido Mero 1
- GÓMEZ DEL AMO, ROSA 1
- BERMEJO GARCÍA, Mª LUISA 1
- MELLADO JIMÉNEZ, VICENTE 1
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1
Universidad de Extremadura
info
ISSN: 0214-9877
Año de publicación: 2011
Volumen: 2
Número: 1
Páginas: 521-530
Tipo: Artículo
Otras publicaciones en: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología
Resumen
The main objective of our work is to analyze the emotions of prospective teachers of secondary education in relation to the teaching and learning of science subjects in order to find the difficulties that may arise in the classroom in order to intervene later them, trying to bring students to the branches and science careers. To do this, we have developed a questionnaire containing possible emotions aroused in the process of learning for science subjects and those emotions that they feel as future science teachers. The sample consisted of 178 students of the CAP (Certificate of Pedagogical Aptitud) of the University of Extremadura during the 2008/2009 academic year. The results show a clear sympathy for the subjects of Nature Sciences (Primary) and Biology (Secondary), and decre- ased positive emotions towards Physics (Secondary) and Chemistry (Secondary). Comparing the two stages, as a student and future teacher, we found a clear decrease in positive emotions and an increase in certain negative emotions (anxiety, worry, fear) in the teaching stage, especially in the content related to Physics and Chemistry.