气候变化领域集成服务门户(CCPortal): Effects of an intervention on emotional and cognitive engagement in teacher education: scientific practices concerning greenhouse gases

CCPortal

DOI	10.3389/feduc.2024.1307847
	Effects of an intervention on emotional and cognitive engagement in teacher education: scientific practices concerning greenhouse gases
	Lopez-Banet, Luisa; Martinez-Carmona, Marina; Reis, Pedro
发表日期	2024
EISSN	2504-284X
起始页码	9
卷号	9
英文摘要	Recent studies advise teachers of the need to become aware of the importance of linking the cognitive and affective in learning. During initial training, teaching approaches linked to scientific practices of inquiry and modeling can increase the emotions experienced in the teaching-learning process and encourage teachers to reflect and be aware of how they learn. This research focused on considering that scientific practices should include the environmental problems that society faces today. Thus, activities were contextualized with a theme of economic, scientific and environmental repercussions. Moreover, it promoted awareness about the important role that different scientists have played in the advancement of knowledge about the greenhouse effect and its consequences. The main objective of this research was to allow trainee teachers to become conscious of how they learn content and their relationship with the emotions experienced. The instructional sequence consisted of a set of activities (inquiry, modeling, argumentation), based on the effects of certain chemical substances responsible for the greenhouse effect, focused on promoting the active participation of students. After completion of the instructional sequence, perceptions of pre-service teachers concerning their own learning after the instruction were analyzed. The results evidenced that self-perception of learning and emotions were directly correlated. The emotions experienced during the training appeared to influence the perceptions of the activities and, consequently, their perspectives when deciding whether or not to implement such activities in the future.
英文关键词	carbon dioxide; chemistry; climate change; emotions; model-based inquiry; pre-service secondary teachers; scientific practice; skills development
语种	英语
WOS研究方向	Education & Educational Research
WOS类目	Education & Educational Research
WOS记录号	WOS:001169267400001
来源期刊	FRONTIERS IN EDUCATION
文献类型	期刊论文
条目标识符	http://gcip.llas.ac.cn/handle/2XKMVOVA/298813
作者单位	University of Murcia; Universidade de Lisboa
推荐引用方式 GB/T 7714	Lopez-Banet, Luisa,Martinez-Carmona, Marina,Reis, Pedro. Effects of an intervention on emotional and cognitive engagement in teacher education: scientific practices concerning greenhouse gases[J],2024,9.
APA	Lopez-Banet, Luisa,Martinez-Carmona, Marina,&Reis, Pedro.(2024).Effects of an intervention on emotional and cognitive engagement in teacher education: scientific practices concerning greenhouse gases.FRONTIERS IN EDUCATION,9.
MLA	Lopez-Banet, Luisa,et al."Effects of an intervention on emotional and cognitive engagement in teacher education: scientific practices concerning greenhouse gases".FRONTIERS IN EDUCATION 9(2024).