El cambio en las emociones de maestros en formación inicial en la enseñanza y el aprendizaje de las ciencias basada en la indagación

Resumo

The objectives of this study are to analyze the change in the emotions of prospective primary teachers (students) in the inquiry-based science education according to the moment of an intervention and gender, to describe the interaction of the emotions in the classroom practice, establish the causes of the change and the nature of the obstacles. In methodological terms, the study was conducted from the action research (within the paradigm of complexity and the mixed approach). Participated 54 students (group T1) of the subject of Didactics of Nature Science I of the Degree in Primary Education of the University of Huelva in the academic year 2016-2017. Through expert judgment and pilot test, a Likert scale questionnaire was designed and validated in which they expressed their agreement on the intensity of seven positive emotions (enthusiasm, satisfaction, interest, acceptance, tranquility, well-being and astonishment) and seven negative emotions (scare, fear, anger, tension, frustration, boredom and rejection) towards the subject, the scientific contents, the inquiry methodology, the teacher and the classroom climate, which they expected to feel at the beginning of the course. Based on the adjustments made, we carried out a validation with 185 students that made up the four groups (T1, T2, T3 and T5) of the subject. The diagnosis allowed the planning and implementation of an intervention based on the inquiry methodology for students to know and self-regulate their emotions. The ecosystem content was contextualized in a socioscientific issue about the construction of hotels in a Natural Park of Spain. The design was organized in four phases following a learning cycle: initiation, information search, structuring and evaluation that includes activities such as delimitation of the problem, field trip, evidence collection and role playing. In addition, the aim was to generate an adequate emotional climate through self-regulation strategies such as metaphors, meditation and reflection. The implementation was completed in seven sessions (group T1). The questionnaire was applied before, during and after the intervention. The data was subjected to descriptive analysis, exploratory factor analysis and non-parametric tests. Regarding the interaction, we established a system of categories, with tentative character, that allowed us to analyze a classroom practice that assumes relevance of emotions from the model of professional knowledge and skill that includes Pedagogical Content Knowledge (PCK) (Gess-Newsome, 2015) consistent with the Complexity Hypothesis (Vázquez-Bernal et al., 2005, 2007, 2012), with at least one starting level, one intermediate level and one reference level for each subcategory, in line with the technical, practical and critical dimension. The reflection of the trainer was interpreted from the analysis of content and links through the AQUAD program. Causes and obstacles are established from the triangulation of the questionnaires and the interview with the trainer, in addition to the participant observation of the researcher, the narratives of the students, the interview with a novel teacher and literature. The results allow us to conclude that there is a significant increase in positive emotions and a significant decrease in negative emotions towards the subject, the scientific contents, the inquiry methodology, the teacher and the classroom climate in the development of the intervention. Men experience scare, anger, boredom, frustration and fear more intensely than women. On the other hand, women feel interest and enthusiasm more intensely compared to men. The causes of change are related to a subject that integrates emotional education with the PCK about the ecosystem and the professional problems of the practice. The change is facilitated by the affective-professional profile of the trainer, who transfers positive emotions immersed in the PCK from its own didactic model, in the complexity of the reflection and practice that affect a classroom climate that favors interpersonal relationships. The interaction is amplified or filtered by facilitators or obstacles of an affective and cognitive nature. We hypothesize that the emotions are integrated in the reflection on the planning of teaching to those students, establishing a didactic model and the personal PCK that conforms to said declared model. The emotions are integrated into the reflection in the action where the PCK and skill are also developed through continuous feedback in practice. Emotions and the PCK determine the topic in the interaction with the context of inquiry. Therefore, initial teacher training requires the incorporation of emotional education within a model of professional knowledge that includes transversally the use of metacognition strategies and self-regulation, in such a way that it facilitates progression of emotional maturity and learning.