Emotions in science teaching
Por:
Mellado V., Borrachero A.B., Brígido M., Melo L.V., Dávila M.A., Canada, F, Conde M.C., Costillo E., Cubero J., Esteban R., Martínez G., Ruiz C., Sánchez J., Garritz A., Mellado L., Vázquez B., Jiménez R., Bermejo M.L.
Publicada:
1 nov 2014
Categoría:
Education
Resumen:
The first part of this communication highlights the importance of studying emotions in the context of science teaching. It also examines the need for programs of meta-emotional and meta-cognitive intervention in learning and teacher education that are aimed at both the future teachers' and their pupils' gaining awareness of, and then controlling and self-regulating, their emotions. The second part focuses on the role emotions play in science teachers' pædagogical content knowledge, with the presentation of some results concerning the University of Extremadura's intervention program and the emotional diagnosis of teachers.
Filiaciones:
Univ Nacl Autonoma Mexico, Fac Quim, Mexico City 04510, DF, Mexico
Departamento de Didáctica Ciencias Experimentales y Matemáticas, Universidad de Extremadur, Mexico
Facultad de Química, Universidad Nacional Autónoma de México, México, DF, Mexico
Departamento de Economía de la Empresa y Contabilidad, Facultad Ciencias Económicas y Empresariales, UNED, Mexico
Departamento de Didáctica de Las Ciencias y Filosofía, Universidad de Huelva, Spain
Departamento de Psicología y Antropología, Universidad de Extremadura, Spain
All Open Access, Gold
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