Resumo

RETANA-ALVARADO, Diego Armando; DE LAS HERAS-PEREZ, María Ángeles; VAZQUEZ-BERNAL, Bartolomé  e  JIMENEZ-PEREZ, Roque. The Change in the Emotions of Future Teachers in the Interaction with an Inquiry-based Science Education. Rev. Fac. Cienc. Tecnol. [online]. 2023, n.53, pp.139-161.  Epub 01-Jan-2023. ISSN 0121-3814.  https://doi.org/10.17227/ted.num53-13772.

In Spain, various interventions have been designed and implemented to improve emotional competencies and the development of Pedagogical Content Knowledge (PCK) in teachers in initial training. Through inquiry, they are emotionally and intellectually engaged in scientific learning. This article analyses the change in emotions towards the inquiry methodology in a Science Didactics subject with emotional intervention. Fifty-four students enrolled in the Degree of Primary Education at the University of Huelva, who manifested in a questionnaire with a Likert scale their degree of agreement in the intensity of seven negative emotions, before, during, and after the intervention. Also, through classroom observations, narratives, and interviews with the trainer and a new teacher, the possible causes of change are established. Data treatment was based on descriptive analysis, exploratory factor analysis, and non-parametric tests. The results confirm the predominance of positive emotions in the three moments. There is a significant increase in enthusiasm, satisfaction, interest, acceptance, tranquillity, well-being, and wonder, also a significant decrease in scare, fear, and boredom. The approach to a socioscientific issue linked to the Andalusian context, the application of regulation strategies and the field trip to the natural environment enhance the change in emotions.

Palavras-chave : emotions; inquiry; pedagogical content knowledge; teachers training.

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