Abstract

GONZALEZ-GOMEZ, David; JEONG, Jin Su; GALLEGO PICO, Alejandrina  and  CANADA, Florentina. Influence of the flipped methodology in the emotions felt by preservice elementary teachers in science class considering their pre-universitary background. Educ. quím [online]. 2018, vol.29, n.1, pp.77-88. ISSN 0187-893X.  https://doi.org/10.22201/fq.18708404e.2018.1.63698.

This research assesses the influence of the teaching methodology on the emotions that a group of 126 students of the Primary Education Bachelor students experience in the learning of scientific contents. The study was carried out during the course 2015/16 with the students enrolled in the Didactics of Matter and Energy subject, taught in the second year of the Degree of Primary Education of the University of Extremadura. The aim of this research is to evaluate the emotions that the students have while learning sciences, precisely physics and chemistry, considering two different instruction methodologies. The study compared the emotions assessed while using a traditional methodology, based on the classroom, and those obtained by applying an inverted methodology or flipped-classroom. This latter methodology is characterized by the inversion of a traditional classroom setting. Preliminary results of the study indicate that the use of a flipped methodology encourages positive emotions and reduces negative emotions. This effect is more pronounced in students who did not take science classes in pre-university courses.

Keywords : Flipped-classroom; Emotions; Preservice elementary teacher; Physics and chemistry; high school.

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