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
References
Adolphs, R. (2017). How should neuroscience study emotions? By distinguishing emotion states, concepts, and experiences. Social Cognitive and Affective Neuroscience 12(1), 24–31. https://doi.org/10.1093/scan/nsw153
Artino, A. R., Holmboe, E. S. & Durning, S. J. (2012). Control-value theory: Using achievement emotions to improve understanding of motivation, learning, and performance in medical education: AMEE Guide No. 64. Medical Teacher, 34(3), e148–e160. https://doi.org/10.3109/0142159x.2012.651515
Barrett, L. F. (2006). Are Emotions Natural Kinds? Perspectives on Psychological Science, 1(1), 28–58. https://doi.org/10.1111/j.1745-6916.2006.00003.x
Barrett, L. F. (2016). Navigating the Science of Emotion. In H. Meiselman (Ed.), Emotion Measurement, 2 (pp. 31–63). Elsevier. https://doi.org/10.1016/B978-0-08-100508-8.00002-3
Barrett, L. F. (2017). The theory of constructed emotion: an active inference account of interoception and categorization. Social Cognitive and Affective Neuroscience, 12(1), 1–23, https://doi.org/10.1093/scan/nsw154
Barrett, L. F., Adolphs, R., Marsella, S., Martinez, A. M. & Pollak, S. D. (2019). Emotional Expressions Reconsidered: Challenges to Inferring Emotion From Human Facial Movements. Psychological Science in the Public Interest, 20(1), 1–68. https://doi.org/10.1177/1529100619832930
Barrett, L. F., Mesquita, B. & Gendron, M. (2011). Context in Emotion Perception. Current Directions in Psychological Science, 20(5), 286–290. https://doi.org/10.1177/0963721411422522
Barrett, L. F. & Russell, J. A. (1999). Structure of current affect: Controversies and Emerging Consensus. Current Directions in Psychological Science, 8, 10-14. https://doi.org/10.1111/1467-8721.00003
Bisquerra R. (2009). Psicopedagogía de las emociones. Editorial Síntesis.
Borrachero, A. B. (2015). Las emociones en la enseñanza y el aprendizaje de las ciencias en educación secundaria [Tesis doctoral, Universidad de Extremadura]. http://doi.org/10.5565/rev/ensciencias.1823
Borrachero, A. B., Dávila, M. A. y Airado, D. (2017). La influencia de las emociones en la elección de carreras universitarias. International Journal of Developmental and Educational Psychology, 2(1), 125. https://doi.org/10.17060/ijodaep.2017.n1.v2.925
Brígido, M., Couso, D., Gutiérrez, C. & Mellado, V. (2013). The Emotions about Teaching and Learning Science: A Study of Prospective Primary Teachers in Three Spanish Universities. Journal of Baltic Science Education, 12(3), 299-311. http://hdl.handle.net/10553/72673
Brígido, M., Bermejo, M. L., Conde, M. C. & Mellado, V. (2010). The emotions in teaching and learning Nature Sciences and Physics/Chemistry in pre-service primary teachers. US-China Education Review, 7(12). Retrieved from https://eric.ed.gov/?id=ED514884
Costillo, E., Borrachero, A. B., Brígido, M. y Mellado, V. (2013). Las emociones sobre la enseñanza-aprendizaje de las ciencias y las matemáticas de futuros profesores de Secundaria. Revista Eureka Sobre Enseñanza y Divulgación de Las Ciencias, 10(extra), 514–532. https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2013.v10.iextra.03
Csikszentmihalyi, M. (1998). Finding Flow: The Psychology of Engagement with Everyday Life. Basic Books.
D'Mello, S. (2013). A selective meta-analysis on the relative incidence of discrete affective states during learning with technology. Journal of Educational Psychology, 105(4), 1082–1099. https://doi.org/10.1037/a0032674
D’Mello, S., & Graesser, A. (2012). Dynamics of affective states during complex learning. Learning and Instruction, 22(2), 145–157. https://doi.org/10.1016/j.learninstruc.2011.10.001
D’Mello, S., Kappas, A. & Gratch, J. (2018). The Affective Computing Approach to Affect Measurement. Emotion Review, 10(2), 174–183. https://doi.org/10.1177/1754073917696583
D’Mello, S., Lehman, B., Pekrun, R. & Graesser, A. (2014). Confusion can be beneficial for learning. Learning and Instruction, 29, 153–170. https://doi.org/10.1016/j.learninstruc.2012.05.003
Dávila, M. A., Borrachero, A. B., Cañada, F., Martínez, M. G. y Sánchez, J. (2015). Evolución de las emociones que experimentan los estudiantes del grado de maestro en educación primaria, en didáctica de la materia y la energía. Revista Eureka Sobre Enseñanza y Divulgación de Las Ciencias, 12(3), 550–564. https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2015.v12.i3.12
Dávila, M. A., Cañada, F., Sánchez, J. y Mellado, V. (2016). Las emociones en el aprendizaje de física y química en educación secundaria. Causas relacionadas con el estudiante. Educación Química, 27(3), 217–225. https://doi.org/10.1016/j.eq.2016.04.001
Duckworth, A. (2013). The Significance of Grit: A Conversation with Angela Lee Duckworth. Resilience and Learning, 71(1), 14-20.
Ekman, P. (1972). Universals and Cultural Differences in Facial Expressions of Emotions. J. Cole, (Ed.), Nebraska Symposium on Motivation, 19, 207–282.
Ekman, P. & Friesen, W. V. (1971). Constants across cultures in the face and emotion. Journal of Personality and Social Psychology, 17(2), 124–129. https://doi.org/10.1037/h0030377
Ekman, P., Sorenson, E. R. & Friesen, W. V. (1969). Pan-Cultural Elements in Facial Displays of Emotion. Science, 164(3875), 86–88. https://doi.org/10.1126/science.164.3875.86
Engelmann, K. & Bannert, M. (2019). Analyzing temporal data for understanding the learning process induced by metacognitive prompts. Learning and Instruction, 101205. https://doi.org/10.1016/j.learninstruc.2019.05.002
Ezquerra, A. & Ezquerra-Romano, I. (2018). From Thermosensation to the Concepts of Heat and Temperature: A Possible Neuroscientific Component. Eurasia Journal of Mathematics, Science and Technology Education, 14(12). https://doi.org/10.29333/ejmste/97198
Fiedler, K. & Beier, S. (2014). Affect and Cognitive Processes in Educational Contexts. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International Handbook of Emotions in Education (pp. 36–55). Routledge/Taylor & Francis Group. https://doi.org/10.4324/9780203148211.ch3
Frenzel, A. C. (2014). Teacher emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International Handbook of Emotions in Education (pp. 494-519). Routledge. https://doi.org/10.4324/9780203148211
Guedes, S. & Mutti, C. (2010). Affections in learning situations: a study of an entrepreneurship skills development course. Journal of Workplace Learning, 23(3), 195–208. https://doi.org/10.1108/13665621111117224
Graesser, A. C. (2019). Emotions are the experiential glue of learning environments in the 21st century. Learning and Instruction, 2019:101212. https://doi.org/10.1016/j.learninstruc.2019.05.009
Haber-Schaim, U. y otros. (1979). Curso de introducción a las ciencias físicas. Reverté.
Hargreaves, A. (1996). Profesorado, cultura y modernidad. Morata.
Harley, J.M., Lajoie, S.P., Frasson, C. & Hall, N.C. (2016). Developing Emotion-Aware, Advanced Learning Technologies: A Taxonomy of Approaches and Features. International Journal of Artificial Intelligence in Education, 27, 268-297. https://doi.org/10.1007/s40593-016-0126-8
Hoemann, K., Crittenden, A. N., Msafiri, S., Liu, Q., Li, C., Roberson, D., Ruark, G. A., Gendron, M. & Barrett, L.F. (2019). Context facilitates performance on a classic cross-cultural emotion perception task. Emotion, 19(7), 1292–1313. https://doi.org/10.1037/emo0000501
Lehman, B., D'Mello, S. & Graesser, A. (2012). Confusion and complex learning during interactions with computer learning environments. The Internet and Higher Education, 15(3), 184–194. https://doi.org/10.1016/j.iheduc.2012.01.002
Loderer, K., Pekrun, R. & Jan L. Plass J.L. (2019). Emotional Foundations of Game-Based Learning. In J.L. Plass, E. Richard, R.E. Mayer & B.D. Homer (Ed.), The Handbook of Game-based Learning (pp. 111-151). MIT Press.
Matsumoto, D. & Ekman, P. (2009). Basic emotions. In D. Sander & K. R. Scherer (Eds.), The Oxford companion to emotion and the affective sciences (pp. 69–73). Oxford University Press.
Mellado, V., Blanco, L.J., Borrachero, A. B. y Cárdenas, J.A. (2012). Las emociones en la enseñanza y el aprendizaje de las ciencias y las matemáticas (Vol. I y II). Grupo DEPROFE.
Mellado, V., Borrachero, A. B., Brígido, M., Melo, L. V., Dávila, M. A., Cañada, F., Conde, M. C., Costillo E., Cubero, J., Esteban, R., Martínez, G., Ruiz, C., Sanchez, J., Garritz, A., Mellado, L., Vázquez, B., Jiménez, R. y Bermejo, M.L. (2014). Las emociones en la enseñanza de las ciencias. Enseñanza de Las Ciencias, 32(3). https://doi.org/10.5565/rev/ensciencias.1478
Meyer, D.K. & Turner, J.C. (2002). Discovering Emotion in Classroom Motivation Research. Educational Psychologist, 37(2), 107–114. https://doi.org/10.1207/s15326985ep3702_5
Paoloni, P. V., Vaja, A. B. & Muñoz, V. L. (2014). Reliability and Validity of the Achievement Emotions Questionnaire. A Study of Argentinean University Students. Electronic Journal of Research in Educational Psychology, 12(34). http://doi.org/10.14204/ejrep.34.14088
Pekrun, R. (2006). The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9
Pekrun, R. (2017). Emotion and Achievement During Adolescence. Child Development Perspectives, 11(3), 215–221. https://doi.org/10.1111/cdep.12237
Pekrun, R., & Linnenbrink-Garcia, L. (2014). International Handbook of Emotions in Education. Taylor & Francis. https://doi.org/10.4324/9780203148211
Pekrun, R., Cusack, A., Murayama, K., Elliot, A. J. & Thomas, K. (2014). The power of anticipated feedback: Effects on students’ achievement goals and achievement emotions. Learning and Instruction, 29, 115–124. https://doi.org/10.1016/j.learninstruc.2013.09.002
Pekrun, R., Frenzel, A., Goetz, T. & Perry, R. (2007). The Control-Value Theory of Achievement Emotions: An Integrative Approach to Emotions in Education. In P. Schutz, & R. Pekrun (Eds.), Emotion in Education (pp. 13-36). Academic Press. https://doi.org/10.1016/B978-012372545-5/50003-4
Pekrun, R., Goetz, T., Titz, W. & Perry, R. P. (2002). Academic Emotions in Students’ Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research. Educational Psychologist, 37(2), 91–105. https://doi.org/10.1207/s15326985ep3702_4
Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K. & Goetz, T. (2017). Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child development, 88(5), 1653-1670.
Pekrun, R., Vogl, E., Muis, K. R., & Sinatra, G. M. (2017). Measuring emotions during epistemic activities: The Epistemically-Related Emotion Scales. Cognition & Emotion, 31(6), 1268–1276. https://doi.org/10.1080/02699931.2016.1204989
Pintrich, P. R., Marx, R.W. & Boyle, R. B. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167–199. https://doi.org/10.3102/00346543063002167
Posner, J., Russell, J. A. & Peterson, B. S. (2005). The circumplex model of affect: An integrative approach to affective neuroscience, cognitive development, and psychopathology. Development and Psychopathology, 17(03). https://doi.org/10.1017/s0954579405050340
Rebollo-Catalán, M. Á. y Hornillo, I. (2010). Perspectiva emocional en la construcción de la identidad en contextos educativos: discursos y conflictos emocionales. Revista de Educación, 353, 235-263.
Rebollo-Catalán, M. Á., García-Pérez, R., Buzón-García, O. y Vega-Caro, L. (2014). Las emociones en el aprendizaje universitario apoyado en entornos virtuales: diferencias según actividad de aprendizaje y motivación del alumnado. Revista Complutense de Educación, 25(1). https://doi.org/10.5209/rev_rced.2014.v25.n1.41058
Restrepo, G. (2009). Contextos afectivos y cognitivos en los procesos de aprendizaje. Revista Complutense de Educación, 20(1), 195–204. https://doi.org/10.5209/rev_RCED.2014.v25.n1.41058
Retana, D. A., De las Heras, M. Á., Vázquez-Bernal, B. y Jiménez-Pérez, R. (2019). ¿Cómo cambian las emociones en docentes en formación inicial hacia la asignatura Didáctica de Ciencias de la Naturaleza I con un proyecto de indagación de aula? Ápice. Revista de Educación Científica, 3(2), 55–69. https://doi.org/10.17979/arec.2019.3.2.4629
Rodrigo-Ruiz, D. (2016). Effect of Teachers' Emotions on Their Students: Some Evidence. Journal of Education & Social Policy, 3(4), 73-79.
Russell, J. A. (1980). A circumplex model of affect. Journal of Personality and Social Psychology, 39(6), 1161–1178. https://doi.org/10.1037/h0077714
Russell, J.A & Fehr, B. (1994). Fuzzy concepts in a fuzzy hierarchy: Varieties of anger. Journal of Personality and Social Psychology, 67, 186–205. [PubMed: 7932061]
Schutz, P. A. & Pekrun, R. (2007). Emotion in Education. Academic Press. https://doi.org/10.1016/B978-012372545-5/50002-2
Solís-Espallargas, C., Escriva, I. y Rivero A. (2015). Una experiencia de aprendizaje por investigación con cajas negras en formación inicial de maestros. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias 12(1), 167-177
Sorenson, J.A. (1975). Deadtime characteristics of Anger cameras. J Nucl Med.
TenHouten, W. D. (2007). A General Theory of Emotions and Social Life. Routledge. https://doi.org/10.4324/9780203013441
Wang, L., Pan, H. & Zhang H. (2020). The effect of emotional intensity of shame on children’s prosocial behavior. European Journal of Developmental Psychology, 17(2), 263-274, https://doi.org/10.1080/17405629.2019.1573666
Watson, D., Clark, L. A. & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063–1070. https://doi.org/10.1037//0022-3514.54.6.1063
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Investigación en la Escuela
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish in this journal accept the following conditions:
- Authors retain copyright and grant the journal the right of first publication, with the work registered under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0), which allows third parties to use the published work, provided that proper acknowledgement is given; the authorship of the work and first publication in AVANCES are mentioned; the material is not used for commercial purposes; and, if you create other material from the original material (e.g. a translation), you must distribute your contribution under this same licence as the original.
- Authors may enter into separate and additional contractual arrangements for non-exclusive distribution of the version of the article published in this journal (e.g., inclusion in an institutional repository or publication in a book) as long as they clearly indicate that the work was first published in this journal.
- Authors are allowed and encouraged to publish their work on the Internet (e.g. on institutional or personal websites) before and during the review and publication process, as it may lead to productive exchanges and to a wider and faster dissemination of the published work (see The Effect of Open Access).
Accepted 2020-11-18
Published 2021-04-28
- Abstract 1518
- PDF (Español (España)) 1365
