Conocimiento previo, emociones y aprendizaje en una actividad experimental de ciencias

  1. Marcos Merino, José María
  2. Esteban Gallego, María Rocío 1
  3. Gómez Ochoa de Alda, Jesús Antonio 1
  1. 1 Universidad de Extremadura
    info

    Universidad de Extremadura

    Badajoz, España

    ROR https://ror.org/0174shg90

Journal:
Enseñanza de las ciencias: revista de investigación y experiencias didácticas

ISSN: 0212-4521,  2174-6486

Year of publication: 2022

Volume: 40

Issue: 1

Pages: 107-124

Type: Article

DOI: 10.5565/REV/ENSCIENCIAS.3361 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Enseñanza de las ciencias: revista de investigación y experiencias didácticas

Abstract

Future Primary teachers describe negative emotions toward science. According to psychological and neuroscientific theories about academic performance and emotion-cognition integration, these emotions could be linked to their past and future learning. To ascertain this, we analyse a sample of 419 Primary pre-service teachers for the associations among their anticipated emotions (before an experimental activity of microbiology), their prior knowledge and their subsequent learning after the activity. Results indicate that insufficient prior knowledge and a non-scientific itinerary during Upper Secondary Education (i. e., social sciences or arts itineraries) characterize students who anticipate more negative emotions. These emotions modulate subsequent learning with a bivalent effect: frustration (a depressant emotion) repress it, whereas nervousness (stimulating emotion) favours it.

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Data source: Dialnet