Paper Presentation 1
room KA 211
Training prospective Primary teachers in Biology teaching through inquiry based: role of positive emotions anticipating learning
Marcos-Merino, José María, University of Extremadura, Badajoz, Spain Esteban Gallego, Rocío, University of Extremadura, Badajoz, Spain Ochoa de Alda, Jesús A. G., University of Extremadura, Badajoz, Spain
Research in Science Education have shown that emotions and cognition are reciprocally conditioned. This highlight the relevance to look into affective and cognitive aspects in teaching processes. This is particularly important in pre-service teachers, since they can transfer their negative emotions towards science to their students. In this contribution we analyze the interactions between emotions, learning outcomes and learning with the implementation of an active practice of Microbiology in a sample of pre-service teachers. Participants answered two tests on emotions and Biology contents before the intervention (to determine their previous Biology knowledge of Secondary Education and their expectation of emotions towards the practice) and 2 weeks after its implementation (to determine learning outcomes and the emotions they feel during the intervention). Results reveal that positive emotions interact with posttest and learning scores. These observations suggest that those students who feel higher intensities of positive emotions during the practice, as well as those who have a higher previous expectation, are those who got better learning outcomes and learn more Microbiology. In agreement with previous research in academic emotions, our work provides evidences of interactions between emotions and active learning. Noteworthy, positive emotions before and after an active practice anticipate learning scores.
Paper Presentation 1
room KA 211
Memory of Biology Secondary knowledge can condition current negative emotions of prospective Primary teachers towards Biology Education
Marcos-Merino, José María, Science and Mathematics Education Department, University of Extremadura, Badajoz, Spain Gómez Ochoa de Alda, Jesús A., Science and Mathematics Education Department, University of Extremadura, Badajoz, Spain Esteban Gallego, Rocío, Science and Mathematics Education Department, University of Extremadura, Badajoz, Spain
Considering that cognition and emotions are reciprocally conditioned, it is necessary to simultaneously look into affective and cognitive aspects in teaching-learning processes. This is particularly important for future Primary teachers, since the interplay between their emotions and their learning can determine their future professional performance. To deepen these interactions, in this research we analyse, in a sample of future Primary teachers, the interactions between the memory of core Biology contents of Secondary School of these students and their expectation of emotions towards a current Biology lesson. Emotions are determined through a validated fast quantitative self-report test, meanwhile Secondary basics of Biology are assessed through questions about common misconceptions and TIMSS questions. Results suggest that low levels of previous Biology knowledge of Secondary Education can be predictors of high intensities of boredom and worry in these students. Taking into account these results, it is necessary to reflect upon the influence of the Secondary level of scientific knowledge in the negative emotions, towards Science and its teaching, of prospective Primary teachers.