Efecto de una práctica activa basada en la indagación en el dominio afectivo y el aprendizaje de las ciencias de maestros en formación

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

    Universidad de Extremadura

    Badajoz, España

    ROR https://ror.org/0174shg90

Book:
1er Congreso Internacional sobre Educación Científica y Problemas Relevantes para la Ciudadanía. Libro de actas

Publisher: Universidad de Málaga (UMA)

Year of publication: 2020

Pages: 107-110

Congress: Congreso Internacional sobre Educación Científica y Problemas Relevantes para la Ciudadanía (1. 2020. Málaga)

Type: Conference paper

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Abstract

This contribution describes the effect of an active practice, based on guided inquiry, on learning, academic emotions and subjective value attributed to science by 112 pre-service Primary teachers. Results show that this intervention is effective in relation to science learning as well as motivating (increases in positive emotions and valuations of interest and utility, and decreases in negative emotions). Detected interactions between these cognitive and affective factors suggest that the effectiveness of teaching through inquiry to future teachers is related to the emotions they feel and the value they give to these activities in relation to their professional performance.

Data source: Dialnet