Data Sheet 1_Emotions and self-efficacy toward simple machines learning through a STEM practice.docx

IntroductionThis study explores the impact of an interactive physics class on the emotions and self-efficacy of elementary education students, specifically in their future roles as educators using STEM-based pedagogical methods. The research aims to understand how such an approach affects students’ emotional responses and confidence in teaching STEM topics.MethodsThe sample included 97 fourth-year prospective elementary teachers. Participants completed pretests and posttests measuring emotions and self-efficacy related to both course content and the pedagogical approach.ResultsFindings indicated a significant increase in both positive emotions and self-efficacy following the interactive class. Male students reported higher levels of positive emotions and self-efficacy than their female peers. Furthermore, students with backgrounds in sciences and technology showed greater improvement compared to those from social science backgrounds. A positive correlation between emotions and self-efficacy was observed.DiscussionThe manipulative, collaborative, and interdisciplinary nature of the physics class likely contributed to the observed positive changes in emotions and self-efficacy. Network analysis suggested that reducing boredom could enhance emotional responses, given its role in affecting both positive and negative emotions. On the other hand, it has been observed that uncertainty could be beneficial in STEM activities due to their relationship with self-efficacy.

引言本项研究旨在探讨互动式物理课程对小学教育专业学生的情感及自我效能感的影响，尤其是他们在未来作为STEM（科学、技术、工程和数学）教育者角色中所采用的教学方法。研究旨在理解此教学方法如何影响学生对教学STEM主题的情感反应和教学自信。方法研究样本包括97名四年级小学教育专业学生。参与者完成了测量与课程内容及教学方式相关的情感和自我效能感的预测试和后测试。结果研究发现，在互动式课程之后，学生的积极情感和自我效能感均有显著提升。男性学生的积极情感和自我效能感水平高于女性同学。此外，具有科学和技术背景的学生相较于社会科学背景的学生，其进步更为显著。观察到情感与自我效能感之间存在正相关关系。讨论互动式物理课程的操控性、协作性和跨学科特性可能导致了学生情感和自我效能感的积极变化。网络分析表明，鉴于其在影响积极和消极情感中的作用，减少无聊感可以增强情感反应。另一方面，由于与自我效能感的关系，不确定感在STEM活动中可能具有益处。