Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

This work describes a part of the socio-affective dimension, specifically, the value of homework in the development of collaborative work on socio-scientific issues addressed through school research in a science class. The initial sample considered is a classroom group of 28 seventh grade students. To characterize the socio-affective dimension of the group made up of the usefulness, interest and importance of the value of the task given by the students when dealing with the issues of biodiversity, air and water pollution, smoking, the social consequences of drugs, the effects of drugs on the human body and respiratory diseases, the MSLQ (Motivated Strategies for Learning Questionnaire) was applied before and after an educational intervention, then a Category System was established to determine the state and level of development in the affective dimension and several of the seven subgroups established through an open interview were analyzed together to support the results obtained from the application of the questionnaire. The results show that the treatment of socio-scientific questions by school research allows students to maintain, self-regulate and increase interest and motivation, for which they use self-evaluation, social interaction and alternative spaces that generate desire for learning.

The affective domain refers to a diversity of feelings, it is not only limited to the cognitive, it involves scopes that explain the subject's perception and affectivity regarding the situations that surround him. This article seeks to identify the beliefs, attitudes, and emotions of primary school teachers regarding Environmental Education. To this end, a mixed research is carried out, involving 40 teachers from the 3rd, 4th, and 5th grades of ten educational centers. from the Aburrá Valley (Colombia). A Likert scale questionnaire is designed and applied to recognize the degree of agreement around 18 variables, an-interview is elaborate and a case is analyzed, seeking to complement the research. The results evidence an environmentalist tendency, despite the that positive attitudes and emotions are expressed, there seem to be factors that condition the affective domain. Initial and continuous training of teachers in Environmental Education is considered important.

In recent years, educational research on the teachers' emotional profile has gained particular relevance, given the impact that its diagnosis and self-regulation has on the teaching process. The use of innovative approaches, such as inquiry, is also associated with a series of emotions that can lead to difficulties in their application, making it essential to incorporate their study into initial training programs. For this reason, this work describes the relationship between the emotions associated with the inquiry processes and the perception of their learning in a sample of eight pre-service secondary Physics and Chemistry teachers of the Master's Degree in Teaching. Through a mixed-method (quantitative-qualitative) that uses as instruments a questionnaire and the reflections of the participants after carrying out an inquiry activity, we provide the data obtained around the emotions identified in the stages of the inquiry process, their relationship with learning and future implementation in the classroom. The results show a favourable perception of the inquiry, with a prevalence of positive emotions , as well as an improvement in the perception of learning about the inquiry stages after completing the activity. In general, we observed a predisposition to implement these types of activities, although we did not find any relationship between the perception of applicability and emotions, but with the perception of their learning.

Here is presented an action-research experience about the writing and review processes of a laboratory report written in a specific technical format called “Standard Operating Procedure” by a group students of the vocational training degree “Laboratory”, which belongs to the professional family of Chemistry. The participant teacher was the author of this paper. Following to write the report, the students followed a peer review process, reading reports written by their partners and giving them some feedback in order to improve the written products. As it is explained later, the aims of the intervention were to help the students to increase their technical competence and also to try to allow them to progress in terms of their scientific literacy and in the progress in their development as active and responsible citizens. About the research analysis shown here, it was focused in studying the evolution of the features of those reports, in particular asking if their coherence and the quality of the information presented in them increase. As results, we founded improvements in some dimensions of the students reports after participating in the peer review process, and also a positive perception of the process among the students. Finally, the results are discussed and used to pose some educative implications.

Considering that the visual arts, cultural heritage and the development of emotional competence must be present from the first educational levels, a study is made of these fields of knowledge and the possibility of integrating them into a teaching proposal. Based on the analysis, a teaching unit is designed, the application of the design is investigated and the conceptions of the Infant Education students before and after the experience is investigated. To this end, three instruments are developed: a pre-post questionnaire to find out the children's ideas, an evaluation section to assess the learning results and an estimation scale for teaching intervention. The work of the painter Bartolomé Esteban Murillo (1618-1682) was chosen as the centre of interest and the results of the study show the development of aesthetic and heritage skills and sensibilities, the expression of emotional awareness and the increase of creativity through work with the painter's works chosen by the schoolchildren. We conclude with a reflection on the educational potential of this integrative experience, whose purpose is to offer it as an example of a project for teachers in this educational stage.

This article reviews the pedagogical and social foundations of a successful Service Learning experience at the University. The experience combined two subjects (from two different Faculties) and involved 120 students, 10 teachers and 12 third sector entities working on situations of social exclusion. The objective was to develop a Service Learning experience through which: 1) The students work in real situations of these entities, in order to include minorities (Disability, Immigration, LGTB+, etc.). And 2) producing audiovisual pieces with the purpose of transforming the general social conscience regarding these excluding realities. The Service Learning process is examined through the concrete experience of one of the groups of students (specifically, the one tutored by the author of this article). To examine this experience, fieldwork has been carried out which, in addition to other actions, is fundamentally based on interviews with representatives of all the members participating in the experience: students from the two faculties, teachers from the two faculties, tutor and a representative of the collaborating entity. Data show the multiple educational potentialities of this learning model. And the socio-pedagogical arguments put forward show a training process that is very appropriate, particularly for higher education, and aim to encourage university teachers to implement it.

There are numerous contexts in which attitudes, beliefs, emotions and intelligent use of them are essentials for the personal progress. In the educational field, interest in science deteriorates as schooling progresses. Awakening positive emotions and attitudes is essential to ensure an adequate level of self-efficacy and self-esteem in students. Therefore, this research, aims to have knowledge the notion that pupils have of Primary Education on the subject of Nature Sciences, as well as analyze the level of self-efficacy and self-esteem in that subject, verifying if there is a correlation between both variables. The sample consists of 327 pupils of 5th and 6th grade of Primary Education from different public schools of Extremadura. A non-experimental design has been chosen, since no independent variables have been controlled. It’s also a cross-sectional design, as the level of different study variables is examined at a detailed point in time. Amongst the most important results are adequate levels of self-efficacy and self-esteem in Primary Education pupils in the subject of Nature Sciences, as well as a positive and statistically significant correlation among the two study variables.

Emotional dynamics in learning and communities are recurring themes in the current available literature. However, the studies that, from a design methodology, seek to promote positive emotions in students are even more limited. Hence the purpose of this writing, which is to understand the emotions experienced by a group of sixth-year students of Secondary Education in front of community writing tasks that were designed to encourage the display of positive emotions, recognizing that these are dynamic and fluctuate in different moments. To achieve the main goal, the writing is structured as follows. First, theoretical contextualizations about emotions and communities of writers are provided. Then, the Material and Methods section collects the main characteristics of the design methodology, as well as specifications regarding the study participants, the data collection strategies used and the procedures developed. The research results highlight the emotions experienced in front of free writing, group writing and writing with ICT. As a discussion, an emphasis is put on the positive emotions experienced by students regarding group and self-regulated writing. The limitations found and the potential lines of future research are also highlighted.

The role of emotions in the teaching-learning processes is acquiring much relevance in educational research in recent years. However, in the area of social sciences, not many studies have been carried out in this regard. The present work is an analysis of the incidence of emotions in the teaching-learning processes of the social sciences in didactic experiences that have been designed with gamification methodology. The main objective is to assess the incidence of this methodology in the generation of emotions for learning. The experience has been carried out with 280 ESO and Baccalaureate students in social sciences subjects. To analyse the results, a qualitative methodology has been used. Fragments of the learning diary have been analysed, in which the students in the sample express themselves about how they have lived didactic experiences of gamification. The analysis has been carried out using the WebQDA software, which allows conclusions to be drawn from the analysis of textual sources. The results suggest that, on the one hand, there is a very positive incidence of emotions in the experiences in which the gamification methodology has been used, although it is also detected that emotions are generated in some students that can complicate learning.