Abstract:

Numerous studies in recent years indicate that attitudinal and affective factors in the teaching of scientific subjects decrease with schooling. Several studies of our research group revealed that the decline in appreciation of science lies, in most cases, in the way in which science is taught. Many of our students, future teachers, point out that they had a predominantly cognitive teaching, and that in most cases social and affective factors were excluded. This way of obtaining the scientific learning generates in the students negative attitudes and emotions towards these subjects, that will persist later when they act as teachers. The overall objective of this work was to design a model of emotional journal to be used by teachers in training in the science classroom. The journal is an instrument of cognitive and emotional reflection, fostering self-regulation attitudes in science classes. The study was carried out with students of the Degree in Primary Education, teachers in training, through a research design of mixed type. The results show a positive evolution in the emotions that the student experiences in the science classes, as well as a metacognitive regulation on the contents, worked. Statistical analysis reveals differences in the different emotions depending on the scientific content selected and the teaching/learning methodology used in the classroom. When the teachers in training are aware of their emotions, it helps them to be conscious of their limitations and to see how the emotional domain affects their learning of the selected contents. The results suggest the need to continue deepening with meta-reflection activities that help to turn the initial rejection towards these subjects into positive emotions that enhance their teaching self-efficacy and improve their professional development as teachers.

Keywords:

Science teaching, Teacher training, Emotional journal, Self-efficacy, Self-regulation, Metacognition.