Comparing emotions, attitudes and levels of self-efficacy in STEM areas at different educational stages
Comparing emotions, attitudes and levels of self-efficacy in STEM areas at different educational stages
Main Article Content
Abstract
Several studies have pointed to the relationship between the affective and cognitive domains in science. The objective of this work has been to compare emotions, attitudes and levels of self-efficacy in STEM (Science, Technology, Engineering and Mathematics) areas in different educational stages. The research design was exploratory and quantitative. The sample consisted of 1097 students (540 from Secondary, 444 from Primary and 113 teachers-in-training). The measuring instruments investigated emotional and attitudinal factors based on the variables of the study. The results have revealed that positive emotions predominate in relation to STEM areas in Primary School, with an emotional decline as the academic level increases. In addition, positive emotions have predominated in experimental activities, and negative emotions in traditional activities. Primary and Secondary students considered that practical didactic strategies facilitate their learning. However, teachers-intraining have shown a preference for the use of traditional strategies during their teaching practices, considering that their students would learn with them. The levels of self-efficacy of the participants have varied depending on the academic level, and statistically significant differences have been found between the Secondary stage and the teacher in training, as in the latter the levels of self-efficacy in STEM areas decline.
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mathematical, scientific, and technological careers. American Educational Research
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Education, 25(9), 1043-1047.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Brígido M., Bermejo, M.L., Conde, M.C., y Mellado, V. (2010). The emotions in teaching and
learning Nature Sciences and Physics/Chemistry in pre-service primary teachers. USChina Education Review, 7(12), 25-32.
Bybee, R.W. (2010). Advancing STEM Education: A 2020 Vision. Technology and Engineering
Teacher, 70(1), 30-35.
Castro, A., y Ramírez, R. (2013). Enseñanza de las ciencias naturales para el desarrollo de
competencias científicas. Amazonia Investiga, 2(3), 30-53.
Couso, D., Jiménez, M.P., López-Ruiz, J., Mans, C., Rodríguez, C., Rodríguez, J.M., y Sanmartí,
N. (2011). Informe ENCIENDE: Enseñanza de las Ciencias en la Didáctica escolar
para edades tempranas en España. Madrid: COSCE
Dávila, M.A. Cañada, F., Sánchez, J., y Mellado, V. (2016). Las emociones en el aprendizaje de
física y química en educación secundaria. Causas relacionadas con el estudiante.
Educación Química, 27, 217-225.
Dávila, M.A., Borrachero, A.B., Cañada, F., Martínez, G., y Sánchez, J. (2015). Evolución de las
emociones que experimentan los estudiantes del grado de maestro en educación
primaria, en didáctica de la materia y la energía. Revista Eureka sobre Enseñanza y
Divulgación de las Ciencias, 12(3), 550 -564.
Davis, E.A., y Krajcik, J.S. (2005). Designing educative curriculum materials to promote teacher
learning. Educational Researcher, 34(3), 3–14.
Day, C., y Leitch, R. (2001). Teachers’ and teacher educators’ lives: the role of emotion. Teaching
and Teacher Education, 17, 403–415.
de Juanas, A., Martín del Pozo, R., y González, M. (2016). Competencias docentes para desarrollar
la competencia científica en educación primaria. Bordón, 68(2), 103-120.
Fernández, M.T., y Tuset, A.M. (2008). Calidad y equidad de las prácticas educativas de maestros
de primaria mexicanos en sus clases de ciencias naturales. Revista Iberoamericana sobre
Calidad, Eficacia y Cambio en Educación, 6(3), 156-171.
García-Molina, R. (2011). Ciencia recreativa: un recurso didáctico para enseñar
deleitando. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 8, 370-392.
George, R. (2006). A cross-domain analysis of change in students’ attitude towards science and
attitudes about the utility of science. International Journal of Science Education, 28(6),
571-589.
Hué, C. (2012). Bienestar docente y pensamiento emocional. Revista Fuentes, 12, 47-68.
Marbà-Tallada, A., y Márquez, C. (2010). ¿Qué opinan los estudiantes de las clases de ciencias?
Un estudio transversal de sexto de primaria a cuarto de ESO. Enseñanza de las Ciencias,
28(1), 19–30, 2010.
Mares, G., Guevara, Y., Rueda, E., Rivas, O., y Rocha, H. (2004). Análisis de las interacciones
maestra-alumnos durante la enseñanza de las ciencias naturales en primaria. Revista
Mexicana de Investigación Educativa, 9(22), 721-745.
Martínez, G., Naranjo, F.L., Mateos, M., y Sánchez, J. (2018). Recreational Experiences for
Teaching Basic Scientific Concepts in Primary Education: The Case of Density and
Pressure. EURASIA Journal of Mathematics, Science and Technology Education, 14(12),
1-16.
Martínez, G., Naranjo, F.L. y Mateos, M. (2018a). Design and development of STEM workshops
to improve scientific/technological literacy in primary education. En Proceedings of the
INTED 2018 (pp. 2433-2439). Valencia: IATED.
Mateos, M., Martínez, G., y Naranjo, F.L. (2018b). Analysis of emotions and methodological
preferences in primary education students. En Proceedings of the INTED 2018 (pp.
2440-2449). Valencia: IATED.
Mellado, V., Borrachero, A.B., Brígido, M., Melo, L.V., Dávila, M.A., Cañada, F.,… Bermejo,
M.L. (2014). Las emociones en la enseñanza de las ciencias. Enseñanza de las Ciencias,
32(3), 11-36.
Miller, K., Sonnert, G., y Sadler, P. (2018). The influence of students’ participation in STEM
competitions on their interest in STEM careers. International Journal of Science
Education, 8(2), 95-114.
Murphy, C., y Beggs, J. (2003). Children perceptions of school science. School Science Review,
84(308), 109-116.
National Research Council (NRC) (2011). Successful K-12 STEM Education: Identifying Effective
Approaches in Science, Technology, Engineering, and Mathematics.Washington, DC:
The National Academies Press
Organization for Economic Cooperation and Development (OECD) (2013). PISA 2012 Results:
What Students Know and Can do. Student Performance in Mathematics, Reading and
Science. Volume I. Paris: OECD Publishing.
Osborne, J., Simon, S., y Collins, S. (2003). Attitudes towards science: a review of the literature
and its implications. International Journal of Science Education, 25(9), 1049–1079.
Tobin, K. (2010). Reproducir y transformar la didáctica de las ciencias en un ambiente
colaborativo. Enseñanza de las Ciencias, 28(3), 301–314.
Van Aalderen-Smeets, S.I., Walma van der Molen, J.H., y Asma, L.J. (2012). Primary teachers'
attitudes toward science: A new theoretical framework. Science Education, 96(1), 158-
182.
Vázquez, A., y Manassero, M.A. (2011). The decline of girls’ and boys’ attitudes toward science
in compulsory education. Ciência & Educação, 17(2), 249-268.
Watters, J.J., y Ginns, I.S. (1995). Origins of, and changes in preservice teachers' science teaching
self-efficacy. En National Association for Research in Science Teaching (Eds), Annual
Meeting of National Association for Research in Science Teaching (pp. 22-25). San
Francisco: NARST.
Wilson, S.M. (2013). Professional development for science teachers. Science, 340(6130), 310–
313.
Zeldin, A.L., y Pajares, F. (2000). Against the odds: Self-efficacy beliefs of women in
mathematical, scientific, and technological careers. American Educational Research
Journal, 37, 215–246.