Emotional and Cognitive Preservice Science Teachers’ Engagement While Living a Model-Based Inquiry Science Technology Engineering Mathematics Sequence About Acid-Base
Metadatos
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Frontiers Research Foundation
Materia
Cognitive engagement Emotional engagement Gender roles Model-based inquiry (MBI) Preservice chemistry secondary teachers Scientific methods Skills development STEM-science technology engineering mathematics
Fecha
2021-10-08Referencia bibliográfica
López-Banet L... [et al.] (2021) Emotional and Cognitive Preservice Science Teachers’ Engagement While Living a Model-Based Inquiry Science Technology Engineering Mathematics Sequence About Acid-Base. Front. Psychol. 12:719648. doi: [10.3389/fpsyg.2021.719648]
Patrocinador
FEDER/Ministry of Science and Innovation (MCI) of Spain-State Research Agency (AEI) PGC2018-097988-A-I00 PID2020-116097RB-I00 UAL2020-SEJ-D1784; Andalusia Government P20_00094Resumen
Science inquiry and modeling activities have been proved to heighten emotional
situations; therefore, research about emotions should aim to identify which
activities promote student engagement with Science, Technology, Engineering and
Mathematics fields through multidimensional models that include emotional and
cognitive engagement. This research is focused on science teachers’ need to
carefully review their classroom instructions to ensure that students are provided with
opportunities to develop appropriate understandings of acid/base models (and their
concepts). To achieve this, we have implemented a short model-based inquiry acid-base
instructional sequence in the context of a TV-spot about chewing gum. A descriptive,
non-experimental quantitative methodology with a heuristic (emotional: self-report
questionnaire; and cognitive: self-regulation questionnaire) has been used to analyze
what Pre-Service Secondary Education Teachers from several Spanish universities
recognize to have learned and felt in each activity. Differences regarding knowledge
declared by the participants were identified in all the tasks from before to after
carrying them out. Furthermore, the results seem to indicate that there are significant
relationships between the knowledge and the emotions, being different depending on
the skill involved. Significant correlations between emotions have been found. However,
there were no significant correlations with either rejection and knowledge or with other
emotions, which points to emotional engagement. Generally, no significant differences
were identified between emotions and gender or universities, with some exceptions
between genders in two tasks. Thus, the results led us to reflect on the instructional
sequence implementation’s ability to bring awareness to the learning process and how
it produces multidimensional engagements.