Conferencia “La Dimensión Afectiva En La Enseñanza de Las Ciencias y La Formación del Profesorado”

Introduction to the Seminar

Welcome and Opening Remarks

• The seminar is introduced by a host, welcoming participants from various regions including Portugal and Spain.

• This marks the sixth seminar focused on Natural Sciences education, leading into an inaugural conference.

Dr. Florentina Cañada's Background

Speaker Introduction

• Dr. Florentina Cañada is introduced as a professor at the University of Extremadura, specializing in science education.

• She holds a PhD in Chemical Sciences and has extensive experience in teaching methodologies for experimental sciences.

Research Interests

• Her current research focuses on active learning methodologies, affective domain in science education, and teacher training for experimental sciences.

• Dr. Cañada has published over 80 scientific articles and contributed to more than 10 book chapters related to her research interests.

Research Contributions

Academic Achievements

• She has directed five doctoral theses, with four receiving extraordinary awards for their quality.

• Currently leads a research group at her university that includes 16 faculty members dedicated to science didactics and mathematics education.

Seminar Structure

Audience Engagement

• Attendees are encouraged to submit questions or comments via Facebook or YouTube during Dr. Cañada's presentation for later discussion.

• The presentation is expected to last approximately 50 minutes, followed by a Q&A session with the audience.

Affective Dimension in Science Education

Presentation Overview

• Dr. Cañada expresses gratitude for the introduction and outlines her talk titled "The Affective Dimension in Science Teaching and Teacher Training."

• She emphasizes the importance of situating her work geographically within Extremadura, Spain, highlighting its proximity to Portugal as relevant context for her audience's understanding of regional educational dynamics.

Research Group Dynamics

• The research group she coordinates has been active for over 13 years, focusing on various funded projects related to science education methodologies and emotional engagement in learning processes across different educational levels (primary and secondary).

Research on Emotions in Education

Overview of Research Projects

• The presentation discusses various international research projects that have led to multiple doctoral theses, specifically highlighting four theses funded by the Spanish Ministry of Education.

• These projects are primarily conducted by female researchers who received scholarships or contracts to explore their proposed topics within these doctoral works.

Evolution of Knowledge in Affective Domain

• The discussion emphasizes the evolution from viewing cognitive and affective domains as oppositional to recognizing their interconnectedness in educational processes.

• It is noted that traditional views excluded social, cultural, and emotional factors from scientific inquiry, labeling them as "dark areas" of study.

• The speaker asserts that teaching is a complex process influenced by both cognitive and affective factors, with emotions being central to effective education.

Understanding Emotions

• Three definitions of emotions are presented:

• Rafael Vizquerra defines emotions as reactions to environmental information influenced by subjective evaluations and prior knowledge.

• Antonio Damasio highlights that emotions arise not only from past experiences but also from predictions about future situations.

• María Antonia Manasero points out that subjective reactions are shaped by both individual and social experiences.

Classification of Emotions

• Different classifications of emotions are discussed, particularly Fernández and Avascal's dichotomy between positive, negative, and neutral emotions.

• Negative emotions arise from unfavorable events while positive ones stem from favorable occurrences; neutral emotions can be perceived positively or negatively (e.g., surprise).

Importance of Emotions in Education

• Four key assertions underline the significance of studying emotions in education:

• María Rita Otero states there is no human action without an underlying emotion; thus, teaching-learning processes inherently involve emotional components.

Understanding the Role of Emotions in Education

The Importance of Emotions in Decision-Making

• Emotions are fundamental in decision-making for both teachers and students, influencing daily choices and significant life decisions.

• Secondary school students, particularly those in Spain's bachillerato (pre-university), face critical decisions regarding their academic paths, such as choosing between scientific or social sciences.

Emotional Influence on Learning

• Recognizing emotions that enhance or hinder learning is crucial; some emotions can facilitate educational engagement while others may limit it.

• The context of education varies globally, with a noted decline in student interest in science during secondary education across many countries.

Declining Interest in Science

• Research indicates a decrease in student interest in science subjects as they transition from primary to secondary education.

• Initially neutral attitudes towards science shift negatively during secondary schooling, where students often perceive science as irrelevant to their lives.

Impact on Future Academic Choices

• Negative beliefs about the utility of science influence students' subject choices for university studies, leading them to favor social sciences over scientific disciplines.

• This trend poses challenges for countries like Spain that require more professionals in scientific and technological fields.

Addressing Emotional Perceptions

• Students' negative perceptions about science affect their emotional responses and overall attitudes toward these subjects; however, these perceptions can be modified.

• Changing one aspect—emotions, attitudes, or beliefs—can positively impact the others, highlighting the interconnectedness of these factors within educational settings.

Research Insights on Teacher Training

• Initial research focused on understanding the emotions experienced by future teachers regarding scientific subjects through surveys conducted among teacher trainees.

• A study involving three universities revealed consistent emotional profiles among trainee teachers concerning biology and geology; positive emotions predominated while negative ones were minimal.

Variability Across Subjects

• In contrast to biology and geology findings, when examining physics and chemistry among secondary students, a significant shift occurs with negative emotions becoming predominant.

Understanding Emotions in Science Education

The Importance of Distinguishing Sciences

• The study concludes that sciences should not be treated as a homogeneous group; distinctions must be made between natural sciences such as physics, biology, geology, and chemistry.

Emotional Profiles of Future Educators

• Students from the University of Extremadura were surveyed about their emotions regarding physics and chemistry. Results indicate a slight improvement in positive emotions and a decrease in negative ones compared to their secondary education experiences.

Impact of Past Experiences on Future Teaching

• The emotional memories from secondary education significantly influence future educators' feelings when teaching. Awareness of their emotional baggage is crucial for prospective teachers.

Affective Domain in Didactic Knowledge

• Emotional knowledge is vital within the framework of didactic content knowledge (CDC). Teachers’ emotions are intertwined with their understanding of content and personal histories.

Emotion as a Lens for Perception

• Research by Lina Melo shows that emotion acts as a lens through which teachers perceive various components of CDC, indicating that emotions shape educational perspectives.

Transference of Emotions into Teaching Practices

• Future teachers carry forward their past emotional experiences into the classroom. Understanding these emotions is essential for effective teaching practices.

Emotional Influences on Teacher Training

Key Findings from María Brígido's Study

• Brígido's research highlights that trainee teachers' emotions are influenced by their schooling experiences, showing more positivity towards biology and geology while negativity towards physics and chemistry.

Anabelen Borrachero Cortés's Broader Study

• Borrachero’s study expands the sample to first-year students across various disciplines at the University of Extremadura, assessing emotional responses to subjects studied during secondary education.

Positive vs Negative Emotional Responses

• Students reported feeling most positively about biology and technology but expressed negative feelings towards physics, chemistry, and mathematics—similar trends observed among trainee teachers.

Causes Behind Emotional Responses

• When asked about positive feelings toward biology, students cited effective teaching methods and motivation as key factors. Conversely, negative feelings towards physics stemmed from perceived irrelevance to daily life and lack of engagement.

Implications for Further Research

Understanding Negative Emotions in Science Education

Diagnosis and Action on Emotions

• The discussion begins with the importance of diagnosing emotions in students, emphasizing the need to act upon these emotions rather than merely modifying them.

• Key findings indicate that negative emotions are prevalent in subjects like physics and chemistry, linked to teaching methodologies, perceived capabilities, lack of motivation, and perceived utility of the subjects.

Insights from Studies on Secondary Education

• María Antonia Dávila's thesis focuses on secondary education students aged 14 to 16, specifically surveying their experiences in physics and chemistry classes.

• The study goes beyond general perceptions of physics and chemistry by examining specific topics within these subjects to gather more nuanced emotional responses.

Emotional Responses: Chemistry vs. Physics

• While overall negative emotions are noted in chemistry, a closer look reveals that certain content areas elicit more positive feelings compared to physics.

• In contrast, specific physics topics such as motion and dynamics tend to provoke more negative emotions than positive ones among students.

Learning Difficulties Linked to Emotions

• A significant number of students attribute their learning difficulties in challenging content areas primarily to mathematical problem-solving and formula manipulation.

• The presentation style of physical science content is also highlighted as a factor influencing student engagement and emotional response.

Factors Influencing Positive and Negative Emotions

• Positive emotions are associated with hands-on activities like laboratory work or group projects where students feel engaged; negative feelings arise from traditional textbook reliance.

• Students express that relating scientific concepts to real-life applications enhances their emotional connection positively; conversely, abstract formulas lead to frustration due to a lack of understanding.

Strategies for Improving Science Education

• To enhance science teaching effectiveness, it is crucial to focus on increasing student motivation through active participation in their learning process.

• Utilizing modern technology (e.g., smartphones), demonstrating the relevance of scientific knowledge, and presenting science as an evolving field can help shift student perspectives positively.

Understanding Empathy in Science Education

The Importance of Empathy in Teaching

• Emphasizes the need for empathy towards students, particularly regarding their emotions when approaching science subjects like physics and chemistry.

• Highlights the necessity for teachers to adopt a positive attitude and continuously reinvent their teaching methodologies to adapt to changing contexts.

Methodologies Impacting Student Emotions

• Discusses how different teaching methodologies can influence student emotions, advocating for active methodologies that engage students more effectively.

• Notes that active methodologies help future teachers integrate pedagogical knowledge with psychological insights, enhancing student motivation.

Addressing Student Motivation

• Stresses the importance of using active learning methods where students feel like protagonists in their education, which is crucial for fostering engagement.

• References Damasio's work on emotions, suggesting that negative feelings can only be countered by stronger positive experiences related to science content.

Characteristics of Teacher Trainees

• Describes the unique characteristics of teacher trainees in Spain, noting that many do not choose science tracks during secondary education.

• Points out that only about 30% have pursued scientific studies, leading to feelings of inadequacy when teaching science subjects.

Transforming Negative Attitudes Towards Science

• Acknowledges existing negative attitudes towards physics and chemistry among trainees and emphasizes the need for educators to transform these perceptions from the outset.

• Introduces a study conducted over an academic year focusing on various teaching methodologies used in a science course.

Study Insights on Emotional Responses

• Details a study where different teaching methods were employed (expository, gamification, practical activities), measuring emotional responses throughout.

• Identifies four key emotions studied: surprise (positive), satisfaction (static), rejection (dynamic), and boredom (static).

Results of Methodology Comparison

• Concludes that gamification and practical activities elicited the most positive emotional responses from students compared to other methods like expository lectures with audiovisual support.

Insights on Student Emotions in Science Education

Overview of Student Engagement and Methodologies

• A study involving 120 students revealed over 1000 emotional measures taken throughout the course, highlighting preferred learning methodologies related to physics and chemistry.

• Another study focused on teacher training in a science course called "Didactics of Matter and Energy," which also relates to physics and chemistry content.

Practical Activities Impacting Learning

• Many students had never experienced laboratory work before this course, emphasizing the importance of hands-on activities for student satisfaction and perceived utility.

• A parallel study indicated that practical activities positively influenced knowledge acquisition, particularly regarding density and buoyancy concepts.

Emotional Responses to Learning Experiences

• The most significant emotional increases observed were in satisfaction and enthusiasm, suggesting that positive emotions enhance interest and motivation among students.

• An example from María Antonia Dávila's thesis illustrated how negative emotions towards physics and chemistry can be mitigated through practical workshops focusing on chemical reactions.

Comparative Analysis of Teaching Methodologies

• An intervention with control (traditional methodology) and experimental groups (innovative methodology) showed that the experimental group reported significantly more positive emotions post-intervention.

• The experimental group exhibited residual negative emotions compared to the control group, which reported higher levels of anxiety, nervousness, and fear.

Knowledge Acquisition Through Different Approaches

• Both groups began with similar knowledge levels; however, after applying different teaching methodologies, significant differences emerged in knowledge retention.

• The experimental group's average score increased by nearly two points post-intervention while the control group's score improved by less than one point.

Innovative Problem-Solving Activities for Future Educators

• An activity designed for future secondary education teachers involved solving an open-ended problem about pendulum oscillation using limited resources like timers and weights.

Understanding Emotional Dynamics in Science Education

The Challenge of Open-Ended Activities

• Students, even those with scientific backgrounds, often feel disoriented when faced with open-ended activities. The emphasis is on constructing knowledge rather than simply recalling formulas.

• The process of science begins with a question or problem that requires a solution, highlighting the importance of an inductive approach rather than starting from established conclusions.

Emotional Journey of Future Educators

• Participants experienced a range of emotions throughout the activity; initially mixed but evolving towards increased curiosity and confidence as they progressed.

• A pivotal moment occurred when students were challenged to identify mathematical expressions based on their observations, leading to tension and stress despite their scientific training.

Group Work and Its Impact

• Ultimately, participants felt joy and satisfaction upon solving the problem, particularly valuing collaborative efforts within group work. This method proved rewarding for both students and educators alike.

Reflections on Teaching Science

• A reflection by Izquierdo emphasizes that if science does not evoke emotion, educators must strive to instill interest in understanding the world through scientific inquiry.

• It’s crucial for teachers to present science as an exciting journey of discovery rather than delivering fixed truths that may disengage students.

Fostering Interest in Science

• Educators should encourage students to explore scientific advancements independently while engaging them through well-designed practical activities that stimulate curiosity.

• The teaching methodology employed is vital for fostering appreciation for science among students, aiming not necessarily to create scientists but to cultivate an understanding of its relevance in everyday life.

Audience Engagement and Questions

• Following the presentation, there was significant audience engagement with over 100 attendees across various platforms expressing gratitude for the insights shared by Professor Florentina.

How to Transform Negative Emotions into Positive Ones in Science Education

Addressing Negative Emotions in Learning

• Dr. Florentina discusses the importance of modifying negative emotions to positive ones in science education, emphasizing the need for effective methodologies that engage students as active participants in their learning process.

• Traditional teaching methods, such as lecturing from a textbook, are deemed ineffective; instead, hands-on experiences where students can actively participate and explore scientific concepts are encouraged.

• An example is provided regarding buoyancy and density experiments conducted in a laboratory setting, highlighting how practical engagement leads to deeper understanding beyond mere formulas.

• Initial reactions from students often include surprise and paralysis when faced with real-world applications of scientific principles; however, guidance through these experiences fosters learning and emotional transformation over time.

• The gradual change in student attitudes towards subjects like chemistry is emphasized; while immediate shifts may not occur, consistent support allows for meaningful emotional development.

The Role of Teachers in Affectivity

• Dr. Florentina addresses the role of teachers in shaping students' affective responses by demonstrating enthusiasm and interest in the subject matter they teach.

• It is noted that students learn not only from what teachers say but also from their actions and emotional expressions within the classroom environment.

• Empathy plays a crucial role; teachers must connect with their students emotionally to foster an encouraging atmosphere where learners feel capable and valued.

• Continuous reinforcement of student capabilities is vital, especially since many come with preconceived notions about their ability to succeed in science education.

Practical Applications of Science Teaching

• The discussion includes collaborative efforts among faculty members who focus on integrating emotional aspects into science teaching methodologies across various disciplines.

• Everyday materials are highlighted as essential tools for conducting experiments, making science more accessible and relatable for future educators who will replicate these practices.

• Examples such as DNA extraction using common household items illustrate the importance of presenting science as relevant and approachable to both students and future teachers alike.

Conclusion & Future Discussions

• Acknowledgment is given to Dr. Florentina's contributions during the session, emphasizing its relevance particularly for initial teacher training programs focusing on affectivity within educational contexts.

• Upcoming discussions are announced regarding the affective dimension in science education aimed at enhancing teacher training further amidst ongoing challenges posed by virtual learning environments due to pandemic conditions.

Introduction to the Event

Moderation and Participants

• The event will be moderated by Professor Florentina Cañ, alongside Doctor Candidate Jonathan Andrés Mosquera, who is a lecturer at Surcolombiana University.

• Jonathan Andrés Mosquera is also a member of the research group associated with the university.

• Acknowledgments were made to several individuals including Paula Escobar, Sergio Barreiro, Andrés Cárdenas, and Felipe Polanía for their support in organizing the event.

• Tapana Durán and La Hora Herrera are also mentioned as contributors to the event's preparations.