Abstract
Physics learning is perceived as an abstract process disconnected from everyday life. This study characterizes the influence of emotions on secondary school students in the department of Huila, Colombia, during the learning of physics. To this end, we used a mixed-method design to administer questionnaires to students from 15 municipalities, assessing the emotional burden in the classroom and its impact on learning. We found that negative emotions such as fear and frustration are related to the lack of contextualization of the curriculum and traditional methodologies focused on the memorization of abstract content. These emotions hinder the process of assimilating scientific concepts, reinforcing the perception of science as a difficult subject to learn. In this sense, it is necessary to explicitly integrate the affective dimension into the curriculum design, proposing emotionally intelligent teaching, improving students’ understanding of and attitudes toward science, and promoting regulated and sensitive learning, which also impacts teacher training.
Presenters
Elias Francisco AmórteguiDocente de Planta Tiempo Completo, Licenciatura en Ciencias Naturales y Educación Ambiental, Universidad Surcolombiana, Huila, Colombia Jonathan Mosquera
Docente e Investigador, Ciencias Naturales y Educación Ambiental, Universidad Surcolombiana, Huila, Colombia
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Science, Mathematics and Technology Learning
KEYWORDS
Emotions, Physics, Learning
