Emotional Responses to Innovative Science Teaching Methods: Acquiring Emotional Data in a General Science Teacher Education Class

Autor/inn/en	Sanchez-Martin, Jesus; Cañada-Cañada, Florentina; Dávila-Acedo, María Antonia
Titel	Emotional Responses to Innovative Science Teaching Methods: Acquiring Emotional Data in a General Science Teacher Education Class
Quelle	In: Journal of Technology and Science Education, 8 (2018) 4, S.346-359 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Sanchez-Martin, Jesus) ORCID (Cañada-Cañada, Florentina) ORCID (Dávila-Acedo, María Antonia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-5349
Schlagwörter	Teacher Education Programs; Preservice Teachers; Science Instruction; Emotional Response; Teaching Methods; Foreign Countries; Student Attitudes; Educational Innovation; Public Speaking; Audiovisual Aids; Student Research; Experiential Learning; Educational Games; Elementary Education; Higher Education; Spain + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Emotionales Verhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Schülerverhalten; Instructional innovation; Bildungsinnovation; Vortrag; Audiovisuelles Medium; Studentenforschung; Experiental learning; Erfahrungsorientiertes Lernen; Educational game; Lernspiel; Elementarunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Spanien
Abstract	The current work tries to inquiry how different teaching methods affect on the student's emotional performance. The traditional questionnaire for data collection has been replaced by in-situ, on-line-assisted, survey. This instrument was continuously applied over the course of 17 General Science lessons. The experiment involved 120 prospective primary education teachers. Emotions to choose: rejection, boredom, satisfaction, surprise and the teaching methods involved were pure oral presentation, oral presentation with gamification, oral presentation with audiovisual support, oriented research, and hands-on activities. When the teaching method was changed to gamification or hands-on activities, the prospective teachers felt dynamic emotions, whereas they generally felt satisfaction or boredom (static emotions) with a traditional pure oral presentation. The students mainly identified the teaching method as being the most influential reason for having chosen their prevalent emotion, reflected in a dramatic increase in emotional performance when they were taught with innovative methods. (As Provided).
Anmerkungen	Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01