Analysis of the emotions in the inquire-base work: «The black box»
DOI:
https://doi.org/10.12795/IE.2021.i103.09Keywords:
Emotion, Teacher education, Affective education, Learning conditions, Educational research, Experimental classAbstract
The study of the influence of emotions on learning is an emerging trend in didactic research. Several studies have shown the critical role emotions play in the teaching and learning process. Thus, it is essential that both teachers and students are aware of affective states and that they have the capacity and ability to control and manage their emotions. In order to observe the emotional response during a science teaching activity, an educational proposal for discovery learning was developed. The proposal was implemented with teaching students from the Teacher Training Center (UCM). The participants were divided in two groups, observers and observed. The observers had to observe the emotions of their peers discovering the contents of a «black box». The groups of the observers made a record of the emotions expressed during the different phases of the inquiry, using a form, designed on purpose, available through a link to docs.google.com. The analysis shows that confusion and frustration have the highest overall frequency in this kind of investigation work. Furthermore, the manifestations of the different types of emotions shows an emotional flow related to the phases of the inquiry. This work confirms the importance of activating emotions for carrying out learning tasks and encourages the inclusion of the ability to perceive emotions in teacher training.Downloads
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Published 2021-04-28
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