Abstract
Science inquiry and modeling activities have been proved to heighten emotional situations; therefore, research about emotions should aim to identify which activities promote student engagement with Science, Technology, Engineering and Mathematics fields through multidimensional models that include emotional and cognitive engagement. This research is focused on science teachers’ need to carefully review their classroom instructions to ensure that students are provided with opportunities to develop appropriate understandings of acid/base models (and their concepts). To achieve this, we have implemented a short model-based inquiry acid-base instructional sequence in the context of a TV-spot about chewing gum. A descriptive, non-experimental quantitative methodology with a heuristic (emotional: self-report questionnaire; and cognitive: self-regulation questionnaire) has been used to analyze what Pre-Service Secondary Education Teachers from several Spanish universities recognize to have learned and felt in each activity. Differences regarding knowledge declared by the participants were identified in all the tasks from before to after carrying them out. Furthermore, the results seem to indicate that there are significant relationships between the knowledge and the emotions, being different depending on the skill involved. Significant correlations between emotions have been found. However, there were no significant correlations with either rejection and knowledge or with other emotions, which points to emotional engagement. Generally, no significant differences were identified between emotions and gender or universities, with some exceptions between genders in two tasks. Thus, the results led us to reflect on the instructional sequence implementation’s ability to bring awareness to the learning process and how it produces multidimensional engagements.
Highlights
Life situations in which people must use scientific knowledge of acids and bases are numerous and imply making decisions about certain actions that involve socioscientific controversies in the face of unfounded advertisements about health or home remedies
We will pay special attention to studies based on emotional frameworks, which have begun to associate emotions with participation in challenging projects and creative problem solving
There were no significant correlations with either rejection and knowledge or with other emotions, which points to emotional engagement
Summary
Life situations in which people must use scientific knowledge of acids and bases are numerous and imply making decisions about certain actions that involve socioscientific controversies in the face of unfounded advertisements about health or home remedies. The scarcity of acid/base contents to explain everyday phenomena at levels below high school, both in the official curriculum and in textbooks (Jiménez-Liso et al, 2002), makes it difficult for teachers to see the need to introduce them to Secondary School or to have teaching resources to lean on. It is necessary to design instructional sequences of authentic practices for teachers, with a clear and recognizable teaching approach that connects this knowledge with everyday phenomena and that promotes epistemological knowledge. As Sinatra et al (2015) mentioned, engagement in the scientific practices as a whole has not been extensively researched, and the specific connections among the behavioral, cognitive, emotional, and agentic dimensions of engagement are speculative
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
