The effect of a teaching practice anchored on the emotions of in-service teacher trainees under the focus of Science, Technology and Society

Abstract

Emotions play a key role in the teaching-learning process and in keeping motivation towards lifelong learning. In order to study the interplay between emotions and science learning, we developed a simple questionnaire to estimate positive and negative emotions through factor analysis. Based on our students’ display of positive emotions during practical sessions, we developed an educational intervention following the method of learning through guided research. This intervention was oriented towards Science, Technology, and Society, and it involved DNA extraction using household materials as well as an open discussion about the social and technological importance of biotechnology. The intervention significantly improved student learning and significantly increased their positive emotions, while significantly reducing their negative ones (Wilcoxon test, p-value<0,05). Moreover, results showed a significant association (0,346 Spearman correlation, p-value<0,01) between positive emotions and learning that was not evidenced prior to the intervention. Altogether, our results highlight the important role of emotions in science learning.