Hernández-Barco, M.; Sánchez-Martín, J.; Corbacho-Cuello, I.; Cañada-Cañada, F. Emotional Performance of a Low-Cost Eco-Friendly Project Based Learning Methodology for Science Education: An Approach in Prospective Teachers. Sustainability2021, 13, 3385.
Hernández-Barco, M.; Sánchez-Martín, J.; Corbacho-Cuello, I.; Cañada-Cañada, F. Emotional Performance of a Low-Cost Eco-Friendly Project Based Learning Methodology for Science Education: An Approach in Prospective Teachers. Sustainability 2021, 13, 3385.
Hernández-Barco, M.; Sánchez-Martín, J.; Corbacho-Cuello, I.; Cañada-Cañada, F. Emotional Performance of a Low-Cost Eco-Friendly Project Based Learning Methodology for Science Education: An Approach in Prospective Teachers. Sustainability2021, 13, 3385.
Hernández-Barco, M.; Sánchez-Martín, J.; Corbacho-Cuello, I.; Cañada-Cañada, F. Emotional Performance of a Low-Cost Eco-Friendly Project Based Learning Methodology for Science Education: An Approach in Prospective Teachers. Sustainability 2021, 13, 3385.
Abstract
The emotional dimension in education has become increasingly important in recent decades. Enhancing the emotional dimension of prospective teachers in science subjects is higher education stuff responsibility. The implementation of active methodologies could modify the traditional student-teacher roles that are encouraged by the educational policies implemented in the Bologna Process. The principal aim of this work is to describe a Project Based Learning methodology and to introduce it as potential resource for the emotional and cognitive improvement of 19 prospective primary teachers enrolled in a scientific subject. This is a qualitative study with a transversal sustainability approach in the context of a research line focused on Higher Education for Sustainable Development. A questionnaire was designed and filled by the students at two different times, before and after implementation of the activity. The initial feedback from students was surprisingly enthusiastic by the fact that they were working with rockets, despite of this is not a common emotion in the science field. The results show the emotional improvement of prospective teachers after the implementation. It is concluded that a correct science education is necessary during the training of teachers taking into account their emotional dimension and the social repercussion due to the future transmission.
Keywords
Project Based Learning; Scientific education; Preservice primary teacher; Emotions; Active Methodologies; Higher Education for Sustainable Development
Subject
Business, Economics and Management, Accounting and Taxation
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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