Science in an archaeological museum: emotional analysis of an interdisciplinary teacher training experience

Abstract

The segmentation of different knowledge areas in teacher training often has a demotivating effect which generates unfavourable emotions for their learning. An interdisciplinary approach from different didactics can favour interest and improve affective variables such as emotions, self-efficacy, and attitudes related to future teaching performance. This article presents the emotional analysis of an interdisciplinary experience carried out with students in the second year of a Primary Education Degree, consisting of a didactic visit to an archaeological museum and the performance of scientific activities with history as a pretext. Teachers in initial training expressed positive and activating emotions, mainly curiosity and surprise, while negative emotions hardly appeared Affective differences were explored according to gender and academic background. Correlations were found between emotions and learning, motivation, and didactics.