NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED514884
Record Type: Non-Journal
Publication Date: 2010-Dec
Pages: 8
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-1548-6613
The Emotions in Teaching and Learning Nature Sciences and Physics/Chemistry in Pre-Service Primary Teachers
Brigido, Maria; Bermejo, M. Luisa; Conde, M. Carmen; Mellado, Vicente
Online Submission, US China Education Review v7 n12 p25-32 Dec 2010
A study was made of different emotions that prospective primary school teachers report with respect to science subjects, when they were pupils, and during their practice teaching, taking into account the variables gender and the specialty they studied in the secondary education. The study consisted of a questionnaire completed by 63 primary education students at the University of Extremadura, Spain. The results show a great difference between the emotions related to the subjects of physics/chemistry and the nature sciences (biology/geology). The scientific subject influences the emotions of pre-service primary teachers, both in learning and teaching. In physics and chemistry, the emotions are mostly negative. While in nature sciences they are very positive. In nature sciences, there is a correlation between the emotions felt as secondary school pupils learning science and those they feel as teachers. In physics and chemistry, there is a correlation in the women between the emotions felt as secondary school pupils learning science and those they feel as teachers, but not in the men. The memory of their emotions in learning science at school is more negative than in teaching science during their teaching practice, except in nervousness in physics/chemistry. By gender, men declared a greater predilection for science content than women, with more of them describing such feelings as sympathy or confidence. The results highlight the influential role that emotions play throughout the professional growth of future primary teachers. (Contains 2 tables and 6 figures.) [An earlier version of this article was presented as a paper at ESERA Conference 2009, Istanbul, Turkey, August 31st-September 4th. This work was financed by Research Project of the Ministry of Education and Science (Spain) and European Regional Development Fund (ERDF).]
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain