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Characterization of Emotions Linked to the Study of a STEAM Project Contextualized in a Controversial Heritage

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Vydáno v:Education Sciences vol. 15, no. 6 (2025), p. 725-741
Hlavní autor: Campina-López, Alejandro Carlos
Další autoři: de las Heras-Pérez Mariángeles, Lorca-Marín, Antonio Alejandro
Vydáno:
MDPI AG
Témata:
Problem solving
Education reform
Students
Interdisciplinary aspects
Secondary education
Educational technology
Emotions
Influence
Classrooms
Science education
Didacticism
Learning
Cultural heritage
Heritage Education
Educational Research
Influence of Technology
Learning Strategies
Educational Methods
Learning Processes
Academic Achievement
Cultural Background
Psychological Patterns
Scientific Concepts
Occupational Aspiration
Student Motivation
Student Participation
Science Instruction
Emotional Response
Emotional Problems
Outcomes of Education
Interdisciplinary Approach
Learner Engagement
Educational Facilities Improvement
Classroom Environment
Controversial Issues (Course Content)
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Abstrakt: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.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15060725
Zdroj:Education Database