Promoting the positive emotional change towards sciences, in the initial teacher training
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Abstract
The aim of this work is to identify the emotions of the future teachers (FM) towards physics and chemistry, as well as look for evidences of their modification throughout the context of the subject ‘Didactics of Matter, Energy and Interaction (DMEI). The responses of a questionnaire passed to the FM about their emotions before and after coursing the subject show a remarkable modification of negative emotions towards positive emotions. These changes are related to the methodology implemented in the subject, specifically with the experimental character that it has. The results also suggest the challenge that the FM value the importance of the emotional aspects of the learning, as well as to give sense to the knowledge they learn.
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