Relation between emotions and education in science: state of the art reported in academic events
In science teaching, research around the affective domain is becoming increasingly important, given its influence on science teaching and learning. This article is an update of the doctoral research The relation between the emotions of teachers in service at the primary level&n...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2021
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11173 |
| _version_ | 1801706444690554880 |
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| author | Romero, Yulieth Nayive Tuay, Rosa Nidia Pérez, María Rocío |
| author_facet | Romero, Yulieth Nayive Tuay, Rosa Nidia Pérez, María Rocío |
| author_sort | Romero, Yulieth Nayive |
| collection | OJS |
| description | In science teaching, research around the affective domain is becoming increasingly important, given its influence on science teaching and learning. This article is an update of the doctoral research The relation between the emotions of teachers in service at the primary level and their professional development in the context of science education. It seeks to present the state of the art of the relation between emotions and science education from tertiary sources, which reflect the papers presented at highly relevant academic conferences. This review had a 19-year observation window—2000-2019—obtaining a total of 39 communications. The methodology used was based on the bibliographic mapping proposed by Molina et al. (2012) and the analysis of documents described by Quintana and Montgomery (2006).
The methodology used started from the bibliographic informational mapping proposed by Molina et al., (2012), and the documentary analysis described by Quintana and Montgomery (2006). Since this review, important advances have been found and, similarly, it shows a still incipient research work on emotions and science education in settings such as elementary school and in-service teachers. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-11173 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2021 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-111732024-03-15T20:52:12Z Relation between emotions and education in science: state of the art reported in academic events Relación emociones y educación en ciencias: estado del arte reportado en eventos académicos Relação entre emoções e educação científica: estado da arte relatado em eventos acadêmicos Romero, Yulieth Nayive Tuay, Rosa Nidia Pérez, María Rocío science education education emotions enseñanza de las ciencias educación emociones ensino de ciências educação emoções In science teaching, research around the affective domain is becoming increasingly important, given its influence on science teaching and learning. This article is an update of the doctoral research The relation between the emotions of teachers in service at the primary level and their professional development in the context of science education. It seeks to present the state of the art of the relation between emotions and science education from tertiary sources, which reflect the papers presented at highly relevant academic conferences. This review had a 19-year observation window—2000-2019—obtaining a total of 39 communications. The methodology used was based on the bibliographic mapping proposed by Molina et al. (2012) and the analysis of documents described by Quintana and Montgomery (2006). The methodology used started from the bibliographic informational mapping proposed by Molina et al., (2012), and the documentary analysis described by Quintana and Montgomery (2006). Since this review, important advances have been found and, similarly, it shows a still incipient research work on emotions and science education in settings such as elementary school and in-service teachers. En la didáctica de las ciencias, tiene cada vez más importancia la investigación alrededor del dominio afectivo, dada su influencia en la enseñanza y en el aprendizaje de las ciencias. Este artículo es un avance de la investigación doctoral Relación de las emociones de los maestros en servicio de la básica primaria y su desarrollo profesional en el contexto de la educación en ciencias y busca dar a conocer el estado del arte de la relación entre emociones y educación en ciencias desde las fuentes terciarias, que corresponden a las comunicaciones presentadas en congresos de alta relevancia académica. Esta revisión tuvo una ventana de observación de 19 años —2000-2019— y se obtuvo un total de 39 comunicaciones. La metodología empleada partió del mapeamiento informacional bibliográfico propuesto por Molina et al. (2012) y el análisis documental descrito por Quintana y Montgomery (2006). En la didactique des sciences, la recherche autour du domaine affectif prend de plus en plus d'importance, compte tenu de son influence sur l'enseignement et l'apprentissage des sciences. Cet article constitue un aperçu du projet de recherche doctorale "Les Émotions des enseignants de l'école primaire dans le contexte de l'enseignement des sciences", et vise à faire connaître l'état de l'art de la relation entre les émotions et l'enseignement des sciences de sources tertiaires, ce qui correspondent aux communications présentées lors de congrès d’une grande importance académique. Cette révision a eu une fenêtre d'observation de 19 ans (2000-2019), en obtenant ainsi, un total de 39 communications. La méthodologie utilisée est partie de la cartographie informationnelle bibliographique proposée par Molina et al., (2012) et de l'analyse documentaire décrite par Quintana et Montgomery (2006). Depuis cette revue, des avancées importantes sont constatées et, de la même manière, elle montre un travail de recherche encore naissant sur les émotions et l'enseignement des sciences dans des contextes tels que l'école primaire et les enseignants en poste. No ensino de ciências, a pesquisa em torno do domínio afetivo torna-se cada vez mais importante, dada sua influência no ensino e na aprendizagem de ciências. Este artigo faz parte do um avanço na pesquisa de doutorado Relação das emoções dos professores em serviço do ensino fundamental e seu desenvolvimento profissional no contexto da educação em ciências e procura divulgar o estado de arte da relação entre as emoções e o ensino de ciências a partir das fontes terciárias, que correspondem às comunicações apresentadas em congressos de grande relevância acadêmica. A revisão teve uma janela de observação de 19 anos — 2000-2019 —, obtendo um total de 39 comunicações. A metodologia utilizada foi baseada no mapeamento bibliográfico proposto por Molina et al. (2012) e na análise documental descrita por Quintana e Montgomery (2006). Universidad Pedagógica y Tecnológica de Colombia 2021-01-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/xml text/html application/epub+zip https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11173 10.19053/22160159.v12.n28.2021.11173 Praxis & Saber; Vol. 12 No. 28 (2021): Educación ambiental desde culturas y territorios en conflictos socioambientales en América Latina; e11173 Praxis & Saber; Vol. 12 Núm. 28 (2021): Educación ambiental desde culturas y territorios en conflictos socioambientales en América Latina; e11173 Praxis & Saber; Vol. 12 No 28 (2021): Educación ambiental desde culturas y territorios en conflictos socioambientales en América Latina; e11173 Praxis & Saber; V. 12 N. 28 (2021): Educación ambiental desde culturas y territorios en conflictos socioambientales en América Latina; e11173 Praxis & Saber; v. 12 n. 28 (2021): Educación ambiental desde culturas y territorios en conflictos socioambientales en América Latina; e11173 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11173/10071 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11173/12594 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11173/10072 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11173/10073 Derechos de autor 2021 Yulieth Nayive Romero, Rosa Nidia Tuay, María Rocío Pérez http://creativecommons.org/licenses/by-nc/4.0 |
| spellingShingle | science education education emotions enseñanza de las ciencias educación emociones ensino de ciências educação emoções Romero, Yulieth Nayive Tuay, Rosa Nidia Pérez, María Rocío Relation between emotions and education in science: state of the art reported in academic events |
| title | Relation between emotions and education in science: state of the art reported in academic events |
| title_alt | Relación emociones y educación en ciencias: estado del arte reportado en eventos académicos Relação entre emoções e educação científica: estado da arte relatado em eventos acadêmicos |
| title_full | Relation between emotions and education in science: state of the art reported in academic events |
| title_fullStr | Relation between emotions and education in science: state of the art reported in academic events |
| title_full_unstemmed | Relation between emotions and education in science: state of the art reported in academic events |
| title_short | Relation between emotions and education in science: state of the art reported in academic events |
| title_sort | relation between emotions and education in science state of the art reported in academic events |
| topic | science education education emotions enseñanza de las ciencias educación emociones ensino de ciências educação emoções |
| topic_facet | science education education emotions enseñanza de las ciencias educación emociones ensino de ciências educação emoções |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11173 |
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