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Emotional responses to innovative Science teaching methods: Acquiring emotional data in a General Science teacher education class

机译:创新科学教学方法的情感反应:获取一般科学教育课程中的情感数据

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摘要

The current work tries to inquiry how different teaching methods affect on the student’s emotional performance. The traditional questionnaire for data collection has been replaced by in-situ, on-line-assisted, survey. This instrument was continoulsy applied over the course of 17 General Science lessons.  The experiment involved 120 prospective primary education teachers. Emotions to choose: rejection, boredom, satisfaction, surprise and the teaching methods involved were pure oral presentation, oral presentation with gamification, oral presentation with audiovisual support, oriented research, and hands-on activities.  When the teaching method was changed to gamification or hands-on activities, the prospective teachers felt dynamic emotions, whereas they generally felt satisfaction or boredom (static emotions) with a traditional pure oral presentation.  The students mainly identified the teaching method as being the most influential reason for having chosen their prevalent emotion, reflected in a dramatic increase in emotional performance when they were taught with innovative methods.
机译:目前的工作试图询问不同的教学方法如何影响学生的情绪。传统的数据收集问卷已被原位,在线辅助调查所取代。在17个一般科学课程的过程中,这件仪器是连续的。该实验涉及120名前瞻性教育教师。选择的情绪:拒绝,无聊,满意度,惊喜和涉及的教学方法是纯粹的口头介绍,口头介绍与赌博,口头介绍,具有视听支持,面向研究和实践活动。当教学方法改为赌博或实践活动时,前瞻性教师感到动态情绪,而他们通常感受到满足或无聊(静态情绪),具有传统的纯粹口腔展示。学生们主要将教学方法确定为最有影响力的理由选择他们普遍的情绪,在创新方法教授时,情绪表现的急剧增加反映。

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