Emociones académicas y aprendizaje de biología, una asociación duradera
Resumen
Los alumnos experimentan una gran diversidad de emociones en el ámbito académico. Estas emociones y el aprendizaje se condicionan recíprocamente, lo que sugiere que el resultado del aprendizaje que perdura desde etapas educativas previas podría estar relacionado con las emociones experimentadas entonces. Para comprobarlo, en este trabajo se comparan los resultados de aprendizaje de Biología que perduran desde la Educación Secundaria con el recuerdo de algunas emociones experimentadas durante dicha etapa, en dos contextos educativos, en una muestra de 152 futuros maestros. Los resultados indican que existe una asociación significativa entre ese recuerdo y el aprendizaje de conceptos biológicos adquiridos en Secundaria.Palabras clave
Emociones académicas, Aprendizaje duradero, Cuestionario autoinforme, BiologíaCitas
Damasio, A. (2010). Y el cerebro creó al hombre. Barcelona: Destino.
Daniels, L., Stupnisky, R. , Pekrun, R., Haynes, T., Perry, R. y Newall, N. (2009). A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. Journal of Educational Psychology, 101(4), 948-963. https://doi.org/10.1037/a0016096
Dunsmoor, J., Murty, V., Davachi, L. y Phelps, E. (2015). Emotional learning selectively and retroactively strengthens memories for related events. Nature, 520, 345-348. https://doi.org/10.1038/nature14106
Eldar, E. y Niv, Y. (2015). Interaction between emotional state and learning underlies mood instability. Nature communications, 6, 6149-6159. https://doi.org/10.1038/ncomms7149
Eldar, E., Rutledge, R., Dolan, R. y Niv, Y. (2016). Mood as representation of momentum. Trends in Cognitive Sciences, 20(1), 15-24. https://doi.org/10.1016/j.tics.2015.07.010
Foy, P., Arora A. y Stanco, G. (2013). TIMSS 2011 User Guide for the International Database. Supplement 1: International Version of the TIMSS 2011 Background and Curriculum Questionnaires. Amsterdam: International Association for the Evaluation of Educational Achievement.
Frenzel, A., Goetz, T., Lüdtke, O., Pekrun, R. y Sutton, R. (2009). Emotional transmission in the classroom: exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101(3), 705-716. https://doi.org/10.1037/a0014695
Goetz, T., Frenzel, A., Pekrun, R., Hall, N. y Lüdtke, O. (2007). Between-and within-domain relations of students’ academic emotions. Journal of Educational Psychology, 99(4), 715-733. https://doi.org/10.3389/fpsyg.2014.01153
Goetz, T., Sticca, F., Pekrun, R., Murayama, K. y Elliot, A. (2016). Intraindividual relations between achievement goals and discrete achievement emotions: an experience sampling approach. Learning and Instruction, 41, 115-125. https://doi.org/10.1016/j.learninstruc.2015.10.007
Gray, J., Braver, T. y Raichle, M. (2002). Integration of emotion and cognition in the lateral prefrontal cortex. Proceedings of the National Academy of Sciences of the United States of America, 99(6), 4115-4120. https://doi.org/10.1073/pnas.062381899
Gu, X., Liu, X., Van Dam, N., Hof, P. y Fan, J. (2013). Cognition–emotion integration in the anterior insular cortex. Cerebral Cortex, 23(1), 20-27. https://doi.org/10.1093/cercor/bhr367
Kassam, K., Markey, A., Cherkassky, V., Loewenstein, G. y Just, M. (2013). Identifying emotions on the basis of neural activation. PloS one, 8(6), 1-12. https://doi.org/10.1371/journal.pone.0066032
Kensinger, E. y Corkin, S. (2004). Two routes to emotional memory: Distinct neural processes for valence and arousal. Proceedings of the National Academy of Sciences of the United States of America, 101(9), 3310-3315. https://doi.org/10.1073/pnas.0306408101
Marcos-Merino, J. M. y Esteban R. (2018). Concepciones alternativas sobre Biología Celular y Microbiología de los maestros en formación: implicaciones de su presencia. Campo Abierto, 6(2), 167-179.
Marcos-Merino, J. M., Esteban, R. y Ochoa de Alda, J. A. G. (2016). Efecto de una práctica docente diseñada partiendo de las emociones de maestros en formación bajo el enfoque Ciencia, Tecnología y Sociedad. Indagatio Didactica, 8(1), 143-157.
Mauss, I. y Robinson, M. (2009). Measures of emotion: A review. Cognition and emotion, 23(2), 209-237. https://doi.org/10.1080/02699930802204677
Mega, C., Ronconi, L. y De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121-131. https://doi.org/10.1037/a0033546
Mellado, V., Borrachero, A., Dávila, M., Melo, L. y Brígido, M. (2014). Las emociones en la enseñanza de las ciencias. Enseñanza de las ciencias, 32, 11-36. https://doi.org/10.5565/rev/ensciencias.1478
Murayama, K., Pekrun, R., Lichtenfeld, S. y Vom Hofe, R. (2013). Predicting long‐term growth in students’ mathematics achievement: The unique contributions of motivation and cognitive strategies. Child development, 84(4), 1475-1490. https://doi.org/10.1111/cdev.12036
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational psychology review, 18(4), 315-341. https://doi.org/10.1007/s10648-006-9029-9
Pekrun, R. (2014). Emotions and learning. Ginebra: International Academy of Education/International Bureau of Education.
Pekrun, R., Elliot, A. y Maier, M. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101(1), 115-135. bhttps://doi.org/10.1037/a0013383
Pekrun, R., Goetz, T., Daniels, L., Stupnisky, R. y Perry, R. (2010). Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102(3), 531-549. https://doi.org/10.1037/a0019243
Pekrun, R., Goetz, T., Frenzel, A., Barchfeld, P. y Perry, R. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary educational psychology, 36(1), 36-48. https://doi.org/10.1016/j.cedpsych.2010.10.002
Pekrun, R., Hall, N., Goetz, T. y Perry, R. (2014). Boredom and academic achievement: Testing a model of reciprocal causation. Journal of Educational Psychology, 106(3), 696-710. https://doi.org/10.1037/a0036006
Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K. y Goetz, T. (2017). Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child Development, 88(5), 1653-1670. https://doi.org/10.1111/cdev.12704
Putwain, D., Becker, S., Symes, W. y Pekrun, R. (2017). Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time. Learning and Instruction, in Press. https://doi.org/10.1016/j.learninstruc.2017.08.004
Robinson, M. y Clore, G. (2002). Belief and feeling: evidence for an accessibility model of emotional self-report. Psychological bulletin, 128(6), 934. https://doi.org/10.1037//0033-2909.128.6.934
Smith, M. Wood, W. y Knight, J. (2008). The genetics concept assessment: a new concept inventory for gauging student understanding of genetics. CBE- Life sciences Education, 7(4), 422-430. https://doi.org/10.1187/cbe.08-08-0045
Trigwell, K., Ellis, R. y Han, F. (2012). Relations between students’ approaches to learning, experienced emotions and outcomes of learning. Studies in Higher Education, 37(7), 811-824. https://doi.org/10.1080/03075079.2010.549220
Tyng, C. M., Amin, H. U., Saad, M. N. y Malik, A. S. (2017). The influences of emotion on learning and memory. Frontiers in Psychology, 8, 1454. https://doi.org/10.3389/fpsyg.2017.01454
Publicado
Cómo citar
Descargas
Derechos de autor 2019 Jesús Antonio Gómez Ochoa de Alda, José María Marcos-Merino, Francisco Javier Méndez Gómez, Vicente Mellado Jiménez, María Rocío Esteban
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
