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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...

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Autores principales: Dávila-Acedo, María Antonia, Airado-Rodríguez, Diego, Cañada-Cañada, Florentina, Sánchez-Martín, Jesús
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2021
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.
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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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