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Detailed Emotional Profile of Secondary Education Students Toward Learning Physics and Chemistry.

ABSTRACT: The present research arises from the need to identify the emotions that K-7 to K-10 students experience toward the learning of Physics and Chemistry, since it is a fact that there is a decrease in the number of students choosing itineraries related to Science. Different blocks of contents have been considered in each subject in order to identify emotions toward each one of them. The considered sample consisted of 149 K-8 students, 152 K-9 students and 130 K-10 students from several middle and high schools in Badajoz (Spain) during the 2014-2015 school year. Students experienced more positive emotions toward the content of Chemistry than toward those of Physics. A decrease was detected in the mean frequency of positive emotions such as joy, fun, and tranquility from K-8 to K-10, as well as an increase in negative emotions such as boredom, anxiety, disgust, fear, nervousness, worry, and sadness. It has also been found that positive emotions toward Chemistry contents are mainly related to teachers' methods and attitudes, while negative emotions toward Physics contents are related to the exclusive use of the textbook, solving Physics problems, or giving oral presentations of the topics in class.

SUBMITTER: Davila-Acedo MA

PROVIDER: S-EPMC8371044 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature

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Detailed Emotional Profile of Secondary Education Students Toward Learning Physics and Chemistry.

Dávila-Acedo María Antonia MA Airado-Rodríguez Diego D Cañada-Cañada Florentina F Sánchez-Martín Jesús J

Frontiers in psychology 20210804

The present research arises from the need to identify the emotions that K-7 to K-10 students experience toward the learning of Physics and Chemistry, since it is a fact that there is a decrease in the number of students choosing itineraries related to Science. Different blocks of contents have been considered in each subject in order to identify emotions toward each one of them. The considered sample consisted of 149 K-8 students, 152 K-9 students and 130 K-10 students from several middle and hi ...[more]

PMID: 34421714

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Project description:The study investigated the impact of PhET simulation-based learning on students' motivation and academic achievement in learning oscillations and waves among Malawian secondary students. The following research questions guided the study: (i) What were students' motivation and academic achievement levels at the beginning of the study in oscillation and waves? (ii) To what levels do PhET interactive simulation-based learning impact students' motivation and achievement in oscillations and waves? (iii) Is the change in post-test scores due to the students' characteristics in non-randomized settings or the PhET interactive simulation-based learning? A sample of 280 (44.6% females) form three secondary school students with a mean age of 17.5 (SD = 1.424) from four schools in Blantyre urban district in Malawi was used in a quasi-experimental design of non-equivalent groups. The experimental group was exposed to PhET simulation-based learning, while the conventional teaching methods were used in the control group. Pre- and post-tests were used to collect data on academic achievement, and questionnaires collected data on motivation. Independent samples t-test showed a statistical difference between the two groups on post-test of the academic achievement. Results from linear regression indicated that the differences between the two groups in the post-test were not due to students' characteristics but rather the intervention with p < 0.01. The ANCOVA test on motivation constructs showed a significant difference with a small effect size between the study groups on self-efficacy, active learning strategies, performance goals, achievement goals, learning environment stimulation, and attitudes towards learning with computer learning. The results from the study suggest that PhET simulation-based learning improved the learning of oscillations and waves. PhET simulation-based learning provides visualizations and teaching aids that help easily understand content knowledge, hence improving students' academic achievement and motivation levels.Supplementary informationThe online version contains supplementary material available at 10.1007/s10956-022-10010-3.

Project description:Physics is fundamental to secure future needs for scientific and technological competence (Angell et al., 2004), but many countries experience a drop in students' performances in international assessments (Organisation for Economic Co-operation Development [OECD], 2018), as well as in rates of enrolment in undergraduate programs in scientific disciplines (STEM). Socio-constructivist theories have produced a reforming movement in several educational systems, in particular in the area of sciences, but teacher often consider them an idealistic view of education and do not consider themselves metacognitively competent enough to foster thinking in the classroom. In this study, we investigated the efficacy of different teaching methods on high-school students' conceptual knowledge of physics, after the effect of science-related beliefs and critical thinking skills was controlled. We adopted a mixed-method with sequential design, in which quantitative and qualitative data flow are inter-mixed. In specific, we interviewed four high school physics teachers to identify teaching approaches (qualitative approach) and compared them in terms of efficacy on students' performances (quantitative approach). Four teachers and 77 10th grade students participated. Teachers were interviewed during the school years and asked questions about their teaching experience, their teaching approach (Kang and Wallace, 2005) and their epistemic beliefs (Tsai, 2002). Students performances in Science-related beliefs (Conley et al., 2004), critical thinking (Cornell Critical Thinking Test Level X, Millman et al., 2005), and conceptual knowledge in physics (The Force and Motion Conceptual Evaluation, Ramlo, 2002) were evaluated twice, at the beginning and at the end of the school year. The independent-sample t-tests on pre-test variables did not reveal any statistically significant difference between groups. Results from the complex samples GLM revealed statistically significant differences on post-test scores in conceptual knowledge in physics, after the effect of covariates was controlled. Overall, the study contributes to our understanding on current teaching practices in school, and their effect on students' conceptual understanding of physics concepts.

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Detailed Emotional Profile of Secondary Education Students Toward Learning Physics and Chemistry.

Publications

Detailed Emotional Profile of Secondary Education Students Toward Learning Physics and Chemistry.

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