Factors that promote the emotional change in pre-service teacher towards physics and chemistry in times of pandemic: face-to-face vs online
DOI:
https://doi.org/10.12795/IE.2020.i102.03Keywords:
Science education, Distance study, Emotion, Teacher education, Teaching aid, Teaching professionAbstract
In this work, the emotions and reasons for emotional change in pre-service teachers (PST) in relation to science in general, and physics and chemistry in particular have been identified, in the context of the Didactics of Sciences subject of a Catalan Public University. In addition, it is intended to know the factors that promote emotional change as well as to determine if there is a difference between the modality of classroom and online teaching from the perspective of the PST. To achieve this goal, we have used a pre/post questionnaire that PST have answered before and after the course. The results show a remarkable modification of negative emotions towards positive emotions with respect to physics and chemistry. These changes are related to the role of the teaching staff as a guide in the training process, as well as to the experimental classroom methodology. In relation to the teaching modality, it is observed that the PST without prior science training attributes their emotional change to the face-to-face classes, while those with more knowledge in science show greater independence from the classroom modality as a factor of emotional change. An important result is that the practices that are carried out and the management of the classroom must be meaningful to promote a favorable change in the emotions of the PST.
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Accepted 2020-11-18
Published 2020-12-24
- Abstract 803
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