Abstract:

Introduction:
The process of European Convergence (also known as the “Bologna Process”) envisages a shift from teacher-centered education to student-centered education, where the teacher becomes a facilitator of the learning process of students, not a mere knowledge transmitter. This process focuses on teaching the autonomous and active learning of the student. The Bologna Process promotes an education system based on Europa demands in order to educate also in “soft skills” as verbal communication, reflection, creativity or emotional intelligence evidencing that the role of universities is far from teaching only professional skills but to educate sensible and competent people
It is necessary the scientific continuity and consciousness citizens able to act and to solve the future problems, but instead the decrease of number of sciences and techniques students is frightening. For that, is essential that primary teachers awake some passions toward sciences in pupils. The link between emotions and learning is inescapable: educational processes are replete with emotions and the world we live in, undergoing a constant scientific and technological evolution, requires a redesign of how science is taught and a reflection on the kind of science education that society needs: a science capable of contributing to social progress and the integral development of society.

The aim of this comunication is:
a) to describe a project-based learning methodology with a transversal sustainability approach (low-cost and eco-friendly)
b) to assess the student’s perceptions and emotions when a PBL setting is followed as an instruction methodology

Program description:
The study was conducted in a general science course, in the sophomore year of a primary education bachelor’s degree in the Faculty of Education of the University of Extremadura (Spain) during the academic year 2018/2019.
First Session: Warm-Up, Organization and Information Research Time
Second Session: Problem Resolution and Decision Making
Third Session: The Rocket Launching Competition

Conclusion:
After the PBL implementation, an increase in positive emotions (except confidence and satisfaction in those cases where the rocket failed), and a decrease in negative emotions, except boredom is reported.
Authors call for an accurate scientific education for prospective teachers in order to improve the emotional dimension for future transmission by the time learners develop competencies that enable and empower them to reflect on their own actions by considering their present and future environmental, social, economic and cultural impact.

Keywords:

Higher education, Pre-service teachers, Sustainability, Active Methdologies, Project-Based Learning.