Heritage identity, emotions and teaching of Experimental Sciences

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DOI:

https://doi.org/10.7203/dces.38.15688

Keywords:

emotions, heritage, compulsory secondary education, chemistry teaching, inquiry

Abstract

This paper presents part of an inquiry sequence in the Chemistry classroom for the study of matter, specifically, a field trip with the intention of working on aspects related to the separation methods of mixtures from a heritage element such as a tidal mill (Zaporito). The aim is to find out the changes experienced in students' emotions towards this activity, measured before, during and after it; to show, if possible, the link between experimental sciences and heritage education, as well as to decide between benefits and costs of the experience. It is observed how positive emotions are present in the three moments over negative emotions. It is shown how the work of the experimental sciences is possible through heritage elements, which means a break with the lack of communication between these and the social sciences. Besides, the experience helped decision making. 

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Author Biography

Bartolomé Vázquez Bernal, Universidad de Huelva Facultad de Educación

Bartolomé Vázquez-Bernal, Profesor Asociado de la UHU y professor de Secundaria (Física-Química). Su campo de interés de investigación se centra en la Formación y Desarrollo Profesional del Profesorado de Ciencias Experimentales, la importancia de las Tecnologías de la Información y Comunicación en la Formación del Profesorado, la influencia de la Metacognición y las Emociones en los procesos de Enseñanza-Aprendizaje de la Ciencias Experimentales, sobre los que ha publicado diversos trabajos (Science Education, Revista de Psicodidáctica, Enseñanza de las Ciencias;…). Es editor asociado de la Revista Eureka de EDC.

Published

2020-06-28

How to Cite

Vázquez Bernal, B., de las Heras, M. Ángeles, & Jiménez-Pérez, R. (2020). Heritage identity, emotions and teaching of Experimental Sciences. Didáctica De Las Ciencias Experimentales Y Sociales, (38), 153–170. https://doi.org/10.7203/dces.38.15688
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Didáctica de la Química

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