An approach to epistemic emotions in physics' teaching-learning. The case of pre-service teachers.

ABSTRACT: It is well established that emotions play a key role in the teaching-learning process and cognitive and affective factors should receive especial consideration. This fact becomes even more important when dealing with pre-service teachers, since their emotions towards science will be projected into their future practice as early-childhood teachers. It has been also stated the influence of the instructional approach in which the teaching-learning process is based on the emotions of students towards science. In this line, the current study aims to monitor and interpret the emotions of pre-service teachers when addressing physics content learning, namely forces, from two different instructional approaches with increasing experimentality degree and implication of students. The considered instru

SUBMITTER: Hernandez Del Barco MA 

PROVIDER: S-EPMC9674500 | biostudies-literature | 2022 Nov

REPOSITORIES: biostudies-literature