Abstract:

Several studies have linked affective and cognitive factors in scientific-technological subjects and have found that emotions can positively or negatively influence the students' concept of self-efficacy. Other research has shown that the reason for the emotional decline and low levels of self-efficacy of students towards STEM (Science, Technology, Engineering and Mathematics) areas may be related to the use of expository teaching methodologies that are disconnected from real life in scientific subjects. Along these lines, the main objective of the study presented here has been to carry out an emotional, attitudinal and competence analysis in STEM areas of secondary education students versus teachers in training. The design of the research carried out was non-experimental, exploratory and quantitative. A non-probabilistic sampling was carried out, constituting a sample of 697 participants from Secondary Education and from the group of teachers in training. As a measuring instrument, a questionnaire has been designed to investigate emotional, attitudinal, competence and social factors towards STEM areas in academic and recreational contexts. The results obtained reveal that there is an emotional decline when advancing up the academic level. Specifically, there are statistically significant differences between the secondary education level and the group of teachers in training. Thus, negative emotions increase significantly (Sig. < 0.05) in subjects such as Physics & Chemistry or Mathematics. Likewise, the results indicate that there is a decrease in the manifestation of positive emotions towards these contents depending on the educational stage. Specifically, the data reveal that high school students experience positive emotions more frequently than the teachers in training. Conversely, in both groups positive emotions predominate when learning STEM content is based on experimentation and negative emotions predominate when methodologies have a more traditional character. With respect to the analysis of the different methodologies used in the classrooms, the sample of secondary education considers that practical strategies facilitate learning. However, teachers in training show preference as educators for the use of traditional strategies and consider that with this type of methodology their future students would learn. On the other hand, there are statistically significant differences (Sig. < 0.05) in the levels of STEM self-efficacy shown by both groups, being more favorable for secondary students than for teachers in training. With respect to the opinion of the participating sample on various social issues, the results indicate that both groups show a great deal of interest in most of the topics proposed, especially those that promote a social benefit. The results obtained in the different variables analyzed highlight the importance of practical and experimental work in the teaching of STEM areas in both formal and informal contexts. We believe that it is necessary to promote meaningful learning and strengthen affective, competency and attitudinal domain towards STEM areas in the different stages of the education system, but above all from the secondary education stage, where an attitudinal decline towards these areas begins.

Keywords:

STEM, cognitive domain, affective domain, competences, teachers in training, secondary education.