Emotional Performance of a Low-Cost Eco-Friendly Project Based Learning Methodology for Science Education: An Approach in Prospective Teachers

Míriam Hernández-Barco, Jesús Sánchez-Martín, Isaac Corbacho-Cuello and Florentina Cañada-Cañada
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Míriam Hernández-Barco: Departamento de Didáctica de las Ciencias Experimentales y Matemáticas, Facultad de Educación, Universidad de Extremadura, 06006 Badajoz, Spain
Jesús Sánchez-Martín: Departamento de Didáctica de las Ciencias Experimentales y Matemáticas, Facultad de Educación, Universidad de Extremadura, 06006 Badajoz, Spain
Isaac Corbacho-Cuello: Departamento de Didáctica de las Ciencias Experimentales y Matemáticas, Facultad de Educación, Universidad de Extremadura, 06006 Badajoz, Spain
Florentina Cañada-Cañada: Departamento de Didáctica de las Ciencias Experimentales y Matemáticas, Facultad de Educación, Universidad de Extremadura, 06006 Badajoz, Spain

Sustainability, 2021, vol. 13, issue 6, 1-19

Abstract: Enhancing the emotional dimension of prospective teachers in science subjects—which has become increasingly important in recent decades—is a responsibility of higher education institutions. The implementation of active methodologies has the potential to modify the traditional student-teacher roles that are encouraged by the educational policies implemented in the Bologna Process. Simultaneously, it is possible to promote knowledge of sustainability, as well as the attitudes and behaviors required by UNESCO. The main aim of this work is to describe a project-based learning methodology with a transversal sustainability approach (low-cost and eco-friendly) and to introduce this as a potential resource for the emotional and cognitive improvement of 19 prospective primary teachers enrolled in scientific subjects. This is a qualitative study in the context of a research line focused on higher education for sustainable development. A questionnaire was designed and filled in by students at two different stages, before and after implementation of the activity. The initial feedback from students was surprisingly enthusiastic due to the fact that they were working with rockets, despite this not being considered a common emotion expressed by students in science lessons. The results show the emotional improvement of prospective teachers after implementation of the activity. It is concluded that a good science education, with implementation of sustainable approaches is necessary during the training of teachers, taking into account their emotional dimensions and social repercussions as a consequence of future transmission.

Keywords: project-based learning; science education; preservice teacher; emotions; active learning; higher education for sustainable development (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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