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Detailed Emotional Profile of Secondary Education Students Toward Learning Physics and Chemistry
The present research arises from the need to identify the emotions that K-7 to K-10 students experience toward the learning of Physics and Chemistry, since it is a fact that there is a decrease in the number of students choosing itineraries related to Science. Different blocks of contents have been...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8371044/ https://www.ncbi.nlm.nih.gov/pubmed/34421714 http://dx.doi.org/10.3389/fpsyg.2021.659009 |
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author | Dávila-Acedo, María Antonia Airado-Rodríguez, Diego Cañada-Cañada, Florentina Sánchez-Martín, Jesús |
author_facet | Dávila-Acedo, María Antonia Airado-Rodríguez, Diego Cañada-Cañada, Florentina Sánchez-Martín, Jesús |
author_sort | Dávila-Acedo, María Antonia |
collection | PubMed |
description | The present research arises from the need to identify the emotions that K-7 to K-10 students experience toward the learning of Physics and Chemistry, since it is a fact that there is a decrease in the number of students choosing itineraries related to Science. Different blocks of contents have been considered in each subject in order to identify emotions toward each one of them. The considered sample consisted of 149 K-8 students, 152 K-9 students and 130 K-10 students from several middle and high schools in Badajoz (Spain) during the 2014–2015 school year. Students experienced more positive emotions toward the content of Chemistry than toward those of Physics. A decrease was detected in the mean frequency of positive emotions such as joy, fun, and tranquility from K-8 to K-10, as well as an increase in negative emotions such as boredom, anxiety, disgust, fear, nervousness, worry, and sadness. It has also been found that positive emotions toward Chemistry contents are mainly related to teachers’ methods and attitudes, while negative emotions toward Physics contents are related to the exclusive use of the textbook, solving Physics problems, or giving oral presentations of the topics in class. |
format | Online Article Text |
id | pubmed-8371044 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-83710442021-08-19 Detailed Emotional Profile of Secondary Education Students Toward Learning Physics and Chemistry Dávila-Acedo, María Antonia Airado-Rodríguez, Diego Cañada-Cañada, Florentina Sánchez-Martín, Jesús Front Psychol Psychology The present research arises from the need to identify the emotions that K-7 to K-10 students experience toward the learning of Physics and Chemistry, since it is a fact that there is a decrease in the number of students choosing itineraries related to Science. Different blocks of contents have been considered in each subject in order to identify emotions toward each one of them. The considered sample consisted of 149 K-8 students, 152 K-9 students and 130 K-10 students from several middle and high schools in Badajoz (Spain) during the 2014–2015 school year. Students experienced more positive emotions toward the content of Chemistry than toward those of Physics. A decrease was detected in the mean frequency of positive emotions such as joy, fun, and tranquility from K-8 to K-10, as well as an increase in negative emotions such as boredom, anxiety, disgust, fear, nervousness, worry, and sadness. It has also been found that positive emotions toward Chemistry contents are mainly related to teachers’ methods and attitudes, while negative emotions toward Physics contents are related to the exclusive use of the textbook, solving Physics problems, or giving oral presentations of the topics in class. Frontiers Media S.A. 2021-08-04 /pmc/articles/PMC8371044/ /pubmed/34421714 http://dx.doi.org/10.3389/fpsyg.2021.659009 Text en Copyright © 2021 Dávila-Acedo, Airado-Rodríguez, Cañada-Cañada and Sánchez-Martín. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Dávila-Acedo, María Antonia Airado-Rodríguez, Diego Cañada-Cañada, Florentina Sánchez-Martín, Jesús Detailed Emotional Profile of Secondary Education Students Toward Learning Physics and Chemistry |
title | Detailed Emotional Profile of Secondary Education Students Toward Learning Physics and Chemistry |
title_full | Detailed Emotional Profile of Secondary Education Students Toward Learning Physics and Chemistry |
title_fullStr | Detailed Emotional Profile of Secondary Education Students Toward Learning Physics and Chemistry |
title_full_unstemmed | Detailed Emotional Profile of Secondary Education Students Toward Learning Physics and Chemistry |
title_short | Detailed Emotional Profile of Secondary Education Students Toward Learning Physics and Chemistry |
title_sort | detailed emotional profile of secondary education students toward learning physics and chemistry |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8371044/ https://www.ncbi.nlm.nih.gov/pubmed/34421714 http://dx.doi.org/10.3389/fpsyg.2021.659009 |
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