Training pre-service teachers to approach microorganisms through an active practice based on homemade culture:: role of students’ emotions
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[1] Universidad de Extremadura
Universidad de Extremadura
Badajoz, España
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- Localización: Biology education research: contemporary topics and directions / Blanca Puig Mauriz (dir.), Paloma Blanco Anaya (dir.), María José Gil Quílez (dir.), Marcus Grace (dir.), 2020, ISBN 978-84-16723-97-3, págs. 125-138
- Idioma: inglés
- Enlaces
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Resumen
Primary school students, as well as their teachers, hold several misconceptions related to microorganisms. In addition, Microbiology is an area that generates negative emotions, a fact that hinders its learning. Due to this situation, it has been recommend to carry out active practical activities with which to improve both learning and emotions about microorganisms. These activities should also be implemented in initial teacher training, since emotions experienced by teachers, as well as their misconceptions, can be transferred to their students. In this contribution a practical based on homemade microorganism culture, carried out with a sample of 134 future primary school teachers (students of the Degree in Primary Education, University of Extremadura, Spain) is described. The objective is to ascertain the interaction between the learning outcomes of a designed practical, and participants’ values and emotions relating to this activity. Results reveal that this activity is effective in relation to Microbiology learning, motivating and highly valued by participants in relation to their professional future; observing significant correlations between these phenomena. Results suggest that students who learn more Microbiology are those who experienced, during the implementation of the practice, more trust, satisfaction, fun, pride, gratitude and awe; and less nervousness and disgust; and those participants also better value the practice for their future as Biology teachers.
