Improving the self-regulation in prospective science teachers: the case of the calculus of the period of a simple pendulum

Borrachero, Ana Belén; Brígido, Maria Aparecida da Silveira; Dávila, María Antonia Jiménez; Borrego, Emilio Costillo; Cañada, Florentina Cañada; Jiménez, Vicente Mellado

doi:10.1016/j.heliyon.2019.e02827

Cited by 12 publications

(21 citation statements)

References 50 publications

(52 reference statements)

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Section: Resultsmentioning

confidence: 99%

“…In case there were differences between the two researchers, the two reached a consensus proposal. In order to categorize the emotions, Bisquerra's definition ( Bisquerra, 2009 ) was taken into account the modification of Borrachero's taxonomy ( Borrachero et al., 2019 ; Borrachero et al., 2014 ). According to these authors, the final taxonomy we used involved three kinds of emotions: positive (or pleasant ones), negative (or disgusting ones) and neutral (those ones that depend on the subject and on the experience, such as surprise).…”

Section: Methodsmentioning

confidence: 99%

“…At a first glance, it is quite interesting to see that the general orientation of the emotions in Education and Engineering group is not as similar as it could be expected. It seems that in pre-service teachers, this activity produced positive emotions in the sense described by Borrachero et al (2019) towards Science in the students, such as curiosity or intrigue. These feelings are not constricted to motivational reasons exclusively and they are interesting for the teacher and for the educational process because they make it more pleasant and amusing, which are important aspects in the science teaching.…”

Section: Qualitative Questions Descriptionmentioning

confidence: 99%

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Exit for success. Gamifying science and technology for university students using escape-room. A preliminary approach

Sánchez‐Martín

Serrano

Luque-Sendra

et al. 2020

Heliyon

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There is a growing tendency to incorporate gamification activities with the aim of improving student's motivation in science, technology, engineering and mathematics (STEM) courses. One of the strategies to apply gamification in the classroom is the use of the escape room. In this work different experiences of escape room in the context of formal university education are analysed. The analysis of students' opinions shows that such activities are well received regardless of background (engineering or education) or gender. The emotions that arise from the experience are mostly positive and the students state that they have developed both specific and transversal competencies. Finally, practical considerations are proposed based on the lessons learned from the developed experiences.

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Qualitative Questions Descriptionmentioning

confidence: 99%

See 1 more Smart Citation

Exit for success. Gamifying science and technology for university students using escape-room. A preliminary approach

Sánchez‐Martín

Serrano

Luque-Sendra

et al. 2020

Heliyon

View full text Add to dashboard Cite

show abstract

“…However, there still exists a gap in characterizing how these methodologies, different from traditional exclusively orally-based lessons, affect the learning experience [10,31,60]. A few bunch of authors have already pointed out the main role the methodology has on the learning experience, rather than other factors such as the content itself [64] or the academic background [65].…”

Section: Project Based Learning For Science Educationmentioning

confidence: 99%

Emotional Performance of a Low-Cost Eco-Friendly PBL Methodology for Science Education. Approach in Prospective Teachers

Ma¹,

Sánchez-Martín²,

Cañada-Cañada³

et al. 2021

Preprint

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The emotional dimension in education has become increasingly important in recent decades. Enhancing the emotional dimension of prospective teachers in science subjects is higher education stuff responsibility. The implementation of active methodologies could modify the traditional student-teacher roles that are encouraged by the educational policies implemented in the Bologna Process. The principal aim of this work is to describe a Project Based Learning methodology and to introduce it as potential resource for the emotional and cognitive improvement of 19 prospective primary teachers enrolled in a scientific subject. This is a qualitative study with a transversal sustainability approach in the context of a research line focused on Higher Education for Sustainable Development. A questionnaire was designed and filled by the students at two different times, before and after implementation of the activity. The initial feedback from students was surprisingly enthusiastic by the fact that they were working with rockets, despite of this is not a common emotion in the science field. The results show the emotional improvement of prospective teachers after the implementation. It is concluded that a correct science education is necessary during the training of teachers taking into account their emotional dimension and the social repercussion due to the future transmission.

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“…Students can influence their learning through metacognition. It has been demonstrated that there is a loss of motivation and negative emotions when they feel less competent with this scientific content [ 20 ].…”

Section: Introductionmentioning

confidence: 99%

Analysis of Digital Literacy in Health through Active University Teaching

Hoz

Juánez

Melo

et al. 2021

IJERPH

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As we have seen as a consequence of the COVID-19 global pandemic, our scientific-technological society requires a transformation of knowledge in a global, digital and virtual manner. In light of this, and to improve the public health skills of professionals working to promote health education, one of the current priorities is to train pre-service teachers on how to search for health-related scientific knowledge relating to bio-health through digital literacy in health. The objectives of this study were to determine the level of eHealth literacy, scientific knowledge in health and confidence on the part of students, analyzing the degree of improvement following a teaching intervention with students of the Bachelor’s Degree of Education of the University of Extremadura. A quasi-experimental longitudinal study was carried out with pre-test and post-test groups and a mixed data analysis. It involved the application of an active cooperative methodology with tutoring using the jigsaw technique, with the use of four quality digital browsers to enhance scientific rigor. The results show that the initial level of eHealth literacy and confidence was problematic. Following the intervention with the cooperative methodology, both these levels and the level of scientific knowledge in health reached an excellent level. In conclusion, this suggests that university training programs need to be implemented to improve digital and scientific skills in health education as they are currently insufficient. It has been demonstrated that a cooperative active methodology improved these levels and accordingly its use in active and digital higher education should be promoted.

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Improving the self-regulation in prospective science teachers: the case of the calculus of the period of a simple pendulum

Cited by 12 publications

References 50 publications

Exit for success. Gamifying science and technology for university students using escape-room. A preliminary approach

Exit for success. Gamifying science and technology for university students using escape-room. A preliminary approach

Emotional Performance of a Low-Cost Eco-Friendly PBL Methodology for Science Education. Approach in Prospective Teachers

Analysis of Digital Literacy in Health through Active University Teaching

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