Characterization of Emotions Linked to the Study of a STEAM Project Contextualized in a Controversial Heritage
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| Publicado no: | Education Sciences vol. 15, no. 6 (2025), p. 725-741 |
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| Autor principal: | |
| Outros Autores: | , |
| Publicado em: |
MDPI AG
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| Acesso em linha: | Citation/Abstract Full Text + Graphics Full Text - PDF |
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| 024 | 7 | |a 10.3390/educsci15060725 |2 doi | |
| 035 | |a 3223900618 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Campina-López, Alejandro Carlos | |
| 245 | 1 | |a Characterization of Emotions Linked to the Study of a STEAM Project Contextualized in a Controversial Heritage | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a This case study analyzes the academic emotions generated in a STEAM educational project developed in the controversial heritage of the Río Tinto and its surroundings. Twenty-five secondary education students participated in a didactic sequence that combined programming and the use of sensors for physicochemical data collection with inquiry- and modeling-based methodologies to address socio-scientific issues. Data were collected through open-ended questionnaires and field notebooks, allowing for an analysis of the emotions expressed at different stages of the project. The results show that epistemic emotions, such as curiosity and surprise, were predominant, highlighting the positive impact of experimental learning in this educational approach. Achievement emotions, such as pride and enjoyment, were linked to overcoming technological challenges, while thematic emotions, such as admiration and disgust, emerged from the heritage context, fostering critical reflection on environmental and historical issues. Negative emotions, such as frustration and anxiety, were also identified, mainly related to the technical difficulties and organizational challenges in group work. It is concluded that the proposed didactic sequence, by integrating the STEAM approach within a heritage context, mobilizes the epistemic emotions that were key in fostering analytical thinking and scientific exploration, while thematic emotions strengthened students’ connection with environmental and historical issues. | |
| 653 | |a Problem solving | ||
| 653 | |a Education reform | ||
| 653 | |a Students | ||
| 653 | |a Interdisciplinary aspects | ||
| 653 | |a Secondary education | ||
| 653 | |a Educational technology | ||
| 653 | |a Emotions | ||
| 653 | |a Influence | ||
| 653 | |a Classrooms | ||
| 653 | |a Science education | ||
| 653 | |a Didacticism | ||
| 653 | |a Learning | ||
| 653 | |a Cultural heritage | ||
| 653 | |a Heritage Education | ||
| 653 | |a Educational Research | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Learning Strategies | ||
| 653 | |a Educational Methods | ||
| 653 | |a Learning Processes | ||
| 653 | |a Academic Achievement | ||
| 653 | |a Cultural Background | ||
| 653 | |a Psychological Patterns | ||
| 653 | |a Scientific Concepts | ||
| 653 | |a Occupational Aspiration | ||
| 653 | |a Student Motivation | ||
| 653 | |a Student Participation | ||
| 653 | |a Science Instruction | ||
| 653 | |a Emotional Response | ||
| 653 | |a Emotional Problems | ||
| 653 | |a Outcomes of Education | ||
| 653 | |a Interdisciplinary Approach | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Educational Facilities Improvement | ||
| 653 | |a Classroom Environment | ||
| 653 | |a Controversial Issues (Course Content) | ||
| 700 | 1 | |a de las Heras-Pérez Mariángeles | |
| 700 | 1 | |a Lorca-Marín, Antonio Alejandro | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 6 (2025), p. 725-741 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3223900618/abstract/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3223900618/fulltextwithgraphics/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3223900618/fulltextPDF/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |