Emotions expressed by grade-8 students in STEM projects

Jesús Ramón Girón-Gambero; Teresa Lupión-Cobos

doi:10.29333/ejmste/17039

Full Text (PDF)

Jesús Ramón Girón-Gambero ¹ ^* , Teresa Lupión-Cobos ¹

More Detail

¹ Universidad de Málaga, Málaga, SPAIN^* Corresponding Author

Abstract

This study analyses the emotions experienced by secondary school students when carrying out STEM projects, with activities that involve scientific practices of inquiry and argumentation to promote different dimensions of their critical thinking. The work emphasizes the dimension linked to decision-making, aiming to empower students in making rational and informed choices, integral to the decisions they employ in problem-solving. Interested in improving formative instruction for teachers and student learning, we have analyzed the positive and negative aspects associated with the emotions expressed by students (26 students, aged 13-14) during these projects. The analysis shows an increase in positive emotions as opposed to negative ones, with a key factor for the former being the practical activities and the teaching role and with a preponderance of the value given to the qualification in the latter.

Keywords

STEM
project-based learning
emotions

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 21, Issue 10, 2025, Article No: em2709

https://doi.org/10.29333/ejmste/17039

Publication date: 01 Oct 2025

Online publication date: 16 Sep 2025

Article Views: 13

Article Downloads: 8

Open Access References How to cite this article

References

Avraamidou, L. (2022). Identities in/out of physics and the politics of recognition. Journal of Research in Science Teaching, 59(1), 58-94. https://doi.org/10.1002/tea.21721
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1-26. https://doi.org/10.1146/annurev.psych.52.1.1
Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares, & T. C. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307-337). Information Age Publishing.
Bellocchi, A., Quigley, C., & Otrel-Cass, K. (2017). Exploring emotions, aesthetics and wellbeing in science education research. Springer. https://doi.org/10.1007/978-3-319-43353-0
Bisquerra, R. (2009). Psicopedagogía de las emociones [Psichopedagogy of emotions]. Síntesis.
Bisquerra, R., & García, E. (2018). La educación emocional requiere formación del profesorado [Emotional education requires teacher training]. Participación Educativa, 5(8), 15-27.
Blanco-López, A., España, E., & Franco-Mariscal, A. J. (2017). Estrategias didácticas para el desarrollo del pensamiento crítico en el aula de ciencias [Teaching strategies for the development of critical thinking in the teaching of science]. Ápice, Revista de Educación Científica, 1(1), 107-115. https://doi.org/10.17979/arec.2017.1.1.2004
Borrachero, A. B. (2015). Las emociones en la enseñanza y el aprendizaje de las ciencias en educación secundaria [Emotions in the teaching and learning of science in secondary education] [PhD thesis, University of Extremadura].
Borrachero, A. B., Brígido, M., Gómez, R., Bermejo, M. L., & Mellado, V. (2011). Las emociones de los futuros profesores de secundaria sobre el aprendizaje y la enseñanza de las ciencias [The emotions of future secondary school teachers regarding the learning and teaching of sciences]. INFAD Revista de Psicología, 3(1), 521-530.
Brígido, M., Borrachero, A. B., Bermejo, M. L., & Mellado, V. (2013). Prospective primary teachers’ self-efficacy and emotions in science teaching. European Journal of Teacher Education, 36(2), 200-217. https://doi.org/10.1080/02619768.2012.686993
Briñol, P., Petty, R. E., & Rucker, D. D. (2006). The role of meta-cognitive processes in emotional intelligence. Psicothema, 18(Suppl), 26-33.
Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. NSTA Press.
Campbell, D. T. (1986). Relabeling internal and external validity for applied social scientists. New Directions for Program Evaluation, 1986(31), 67-77. https://doi.org/10.1002/ev.1434
Casacuberta, D. (2000). Qué es una emoción [What is an emotion]? Crítica.
Chen, H. T., Wang, H. H., Lin, H. S., Lawrenz, F. P., & Hong, Z. R. (2014). Longitudinal study of an after-school, inquiry-based science intervention on low-achieving children’s affective perceptions of learning science. International Journal of Science Education, 36, 2133-2156. https://doi.org/10.1080/09500693.2014.910630
Chiu, M. H., Chou, C. C., Wu, W. L., & Liaw, H. (2014). The role of facial microexpression state (FMES) changes in the process of conceptual conflict. British Journal of Educational Technology, 45(3), 471-486. https://doi.org/10.1111/bjet.12126
Crawford, B. A. (2014). From inquiry to scientific practices in the science classroom. In N. G. Lederman, & S. K. Abell (Eds.), Handbook of research on science education. Routledge. https://doi.org/10.4324/9780203097267
Damasio, A. (2010). Y el cerebro creó al hombre [The Brain Created Man]. Destino.
Dare, E. A., Keratithamkul, K., Hiwatig, B. M., & Li, F. (2021). Beyond content: The role of STEM disciplines, real-world problems, 21^st century skills, and STEM careers within science teachers’ conceptions of integrated STEM education. Education Sciences, 11(11), Article 737. https://doi.org/10.3390/educsci11110737
Dolfing, R., Prins, G., Bulte, A., Pilot, A., & Vermunt, J. D.(2021). Strategies to support teachers’ professional development regarding sense-making in context-based science curricula. Science Education, 105(1), 127-165. https://doi.org/10.1002/sce.21603
Estapa, A. T., & Tank, K. M. (2017). Supporting integrated STEM in the elementary classroom: A professional development approach centred on an engineering design challenge. International Journal of STEM Education, 4(1), Article 6. https://doi.org/10.1186/s40594-017-0058-3
Extremera, N., Mérida-López, S., & Sánchez-Gómez, M. (2019). La importancia de la inteligencia emocional del profesorado en la misión educativa: Impacto en el aula y recomendaciones de buenas prácticas para su entrenamiento [The importance of teachers’ emotional intelligence in the educational mission: Impact in the classroom and recommendations for good practices in training]. Voces de la Educación, 2, 74-97.
Facione, P. A. (1998). Critical thinking: What it is and why it counts: A resource paper. California Academic Press.
Fatimah, S., Sarwi, S., & Haryani, S. (2024). Artificial intelligence in STEM education: A bibliometric analysis. International Journal of Multicultural and Multireligious Understanding, 11(1), 186-200.
Fernández-Abascal, E., Martín, M., & Domínguez, J. (2001). Procesos psicológicos [Psychological processes]. Pirámide.
Ford, C. L., & Yore, L. D. (2014). Toward convergence of critical thinking, metacognition, and reflection: Illustrations from natural and social sciences, teacher education, and classroom practice. In A. Zohar, & Y. J. Dori (Eds.), Metacognition in science education (pp. 251-271). Springer. https://doi.org/10.1007/978-94-007-2132-6_11
Franco-Mariscal, A. J., Cano-Iglesias, M. J., España-Ramos, E., & Blanco-López, A. (2024). Theoretical perspectives and approaches for the development of critical thinking. In A. J. Franco-Mariscal (Ed.), Critical thinking in science education and teacher training (pp. 3-42). Springer. https://doi.org/10.1007/978-3-031-78578-8_1
García-Ruiz, C., Lupión-Cobos, T., & Blanco-López, Á. (2020). Emociones y percepciones sobre indagación de profesorado en formación inicial [Emotions and perceptions about inquiry of initial teacher education]. Investigación en la Escuela, 102, 54-70. http://doi.org/10.12795/IE.2020.i102.04
García-Ruiz, C., Lupión-Cobos, T., & Blanco-López, Á. (2022). Effects of an inquiry-based science education training program on pre-service teachers. A mixed-methods case study. Eurasia Journal of Mathematics, Science and Technology Education, 18(12), Article em2186. https://doi.org/10.29333/ejmste/12578
Girón-Gambero, J. R., & Alarcón-Orozco, M. (2024). "La guía de tu ciudad": Una situación de aprendizaje destinada al alumnado de física y química del primer ciclo de la ESO ["Your City Guide": A learning situation for physics and chemistry students in the first cycle of secondary school.]. In Indagación científica escolar y educación STEAM: formación del profesorado y enseñanza para la transferencia a las aulas (pp. 159-176). Graó.
Girón-Gambero, J. R., & Franco-Mariscal, A. J. (2022). Esterilización de mascarillas higiénicas con métodos físicos. Un estudio de caso con estudiantes de secundaria españoles [Sterilization of hygienic masks using physical methods: A case study with Spanish high school students]. Revista de Estudios y Experiencias en Educación, 21(47), 428-450. https://doi.org/10.21703/0718-5162202202102147023
Girón-Gambero, J. R., López-Castilla, R., & Lupión-Cobos, T. (2023). Propuesta ABP para el aula de ciencias en 2º ESO: El coronavirus [PBL proposal for the science classroom in 2nd year of secondary school: The coronavirus]. RIUMA: Repositorio Institucional de la Universidad de Málaga. https://hdl.handle.net/10630/27778
Goleman, D. (1996). Inteligencia emocional [Emotional intelligence]. Cairos.
Government of Spain. (2020). Ley orgánica 3/2020, de 29 de Diciembre, por la que se modifica la ley orgánica 2/2006, de 3 de Mayo, de educación [Organic law 3/2020, of December 29, amending organic law 2/2006, of May 3, on education]. Boletín Oficial del Estado. https://www.boe.es/boe/dias/2020/12/30/pdfs/BOE-A-2020-17264.pdf
Grabau, L., & Ma, M. (2017). Science engagement and science achievement in the context of science instruction: A multilevel analysis of U.S. students and schools. International Journal of Science Education, 39(8), 1045-1068. https://doi.org/10.1080/09500693.2017.1313468
Hampden-Thompson, G., & Bennett, J. (2013). Science teaching and learning activities and students’ engagement in science. International Journal of Science Education, 35(8), 1325-1343. https://doi.org/10.1080/09500693.2011.608093
Hernández, M., Sánchez, J., Corbacho, I., & Cañada, F. (2021). Emotional performance of a low-cost eco-friendly project based learning methodology for science education: An approach in prospective teachers. Sustainability, 13(6), Article 3385. https://doi.org/10.3390/su13063385
Herranen, J., Kousa, P., Fooladi, E., & Aksela, M. (2019). Inquiry as a context-based practice–A case study of pre-service teachers’ beliefs and implementation of inquiry in context-based science teaching. International Journal of Science Education, 41(14), 1977-1998. https://doi.org/10.1080/09500693.2019.1655679
Jiménez-Liso, M. R., Martinez-Chico, M., Avraamidou, L., & López-Gay, R. (2019). Scientific practices in teacher education: The interplay of sense, sensors, and emotions. Research in Science and Technological Education, 39(1), 44-67. https://doi.org/10.1080/02635143.2019.1647158
Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), Article 11. https://doi.org/10.1186/s40594-016-0046-z
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267-277. https://doi.org/10.1177/1365480216659733
Lupión-Cobos, T., Girón-Gambero, J. R., & García-Ruiz, C. (2022). Building STEM inquiry-based teaching proposal through collaborations between schools and research centres. Perceptions on students' learning and predictors of vocational careers. European Journal of Educational Research, 11(2), 899-915. https://doi.org/10.12973/eu-jer.11.2.899
Marshall, J. C., & Alston, D. M. (2014). Effective, sustained inquiry-based instruction promotes higher science proficiency among all groups: A 5-year analysis. Journal of Science Teacher Education, 25, 807-821. https://doi.org/10.1007/s10972-014-9401-4
Mellado, V., Borrachero, B., Melo, L. V, Dávila-Acedo, M. A., Cañada, F., Conde, M. C., Costillo, E., Cubero, J., Esteban, R., Martínez, G., Ruiz, C., Sánchez, J., Garritz, A., Mellado, L., Vázquez-Bernal, B., Jimenez-Pérez, R., & Bermejo, M. L. (2014). Las emociones en la enseñanza de las ciencias [Emotions in science education]. Enseñanza de las Ciencias, 32(3), 11-36. https://doi.org/10.5565/rev/ensciencias.1478
Michaelian, K., & Arango-Muñoz, S. (2014). Epistemic feelings, epistemic emotions: Review and introduction to the focus section. Philosophical Inquiries, 2(1), 97-122.
Morgado, I. (2012). Emociones e inteligencia social. Las claves para una alianza entre los sentimientos y la razón [Emotions and social intelligence. Keys to an alliance between feelings and reason]. Ariel.
Pekrun, R., Muis, K. R., Frenzel, A. C., & Goetz, T. (2018). Emotions at school. Routledge. https://doi.org/10.4324/9781315187822
Pérez, M. C. B., & Furman, M. (2016). What is a scientific experiment? The impact of a professional development course on teachers’ ability to design an inquiry-based science curriculum. International Journal of Environmental and Science Education, 11, 1387-1401. https://doi.org/10.12973/ijese.2016.353a
Pérez-Torres M., Couso, D., & Márquez, C. (2021). ¿Cómo diseñar un buen proyecto STEM? Identificación de tensiones en la co-construcción de una rúbrica para su mejora. How to design a good STEM project? [Identification of tensions in the co-construction of a rubric for its improvement]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 18(1), Article 1301. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2021.v18.i1.1301
Perignat, E., & Katz-Buonincontro, J. (2019). STEAM in practice and research: An integrative literature review. Thinking Skills and Creativity, 31, 31-43. https://doi.org/10.1016/j.tsc.2018.10.002
Rebollo, M. A., García, R., Barragán, R., Buzón, O., & Vega, L. (2008). Las emociones en el aprendizaje online [The emotions in online learning]. RELIEVE, 14(1). https://doi.org/10.7203/relieve.14.1.4201
Roehrig, G. H., Dare, E. A., Ellis, J. A., & Ring-Whalen, E. (2021). Beyond the basics: A detailed conceptual framework of integrated STEM. Disciplinary and Interdisciplinary Science Education Research, 3, Article 11. https://doi.org/10.1186/s43031-021-00041-y
Sadler T. D., & Dawson V. (2012). Socio-scientific issues in science education: Contexts for the promotion of key learning outcomes. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 799-809). Springer. https://doi.org/10.1007/978-1-4020-9041-7
Sánchez, J., Cañada, F., & Dávila, M. A. (2018). Emotional responses to innovative science teaching methods: Acquiring emotional data in a general science teacher education class. Journal of Technology and Science Education, 8(4), 346-359. https://doi.org/10.3926/jotse.408
Sanmartí, N. (2007). 10 ideas clave. Evaluar para aprender [10 key ideas. Assessing for learning]. Graó.
Sjøberg, S. (2019). Critical perspectives on inquiry-based science education (IBSE) in Europe. European Schoolnet. https://www.researchgate.net/publication/331529566_Critical_Perspectives_on_Inquiry-Based_Science_Education_IBSE_in_Europe
Vázquez-Alonso, Á., & Manassero-Mas, M. A. (2018). Más allá de la comprensión científica: Educación científica para desarrollar el pensamiento [Beyond scientific understanding: Science education to develop thinking]. Revista Electrónica de Enseñanza de las Ciencias, 17(2).
Vega, V. (2015). Project-based learning research review: Evidence-based components of success. Edutopia. https://www.edutopia.org/pbl-research-evidencebased-components
Vila, S., Gilar-Corbí, R., & Pozo-Rico, T. (2021). Effects of student training in social skills and emotional Intelligence on the behaviour and coexistence of adolescents in the 21^st century. Environmental Research and Public Health, 18, 5498. https://doi.org/10.3390/ijerph18105498
Zohar, A., & Dori, Y. J. (2014). Metacognition in science education. Springer.

How to cite this article

APA

Girón-Gambero, J. R., & Lupión-Cobos, T. (2025). Emotions expressed by grade-8 students in STEM projects. Eurasia Journal of Mathematics, Science and Technology Education, 21(10), em2709. https://doi.org/10.29333/ejmste/17039

Vancouver

Girón-Gambero JR, Lupión-Cobos T. Emotions expressed by grade-8 students in STEM projects. EURASIA J Math Sci Tech Ed. 2025;21(10):em2709. https://doi.org/10.29333/ejmste/17039

AMA

Girón-Gambero JR, Lupión-Cobos T. Emotions expressed by grade-8 students in STEM projects. EURASIA J Math Sci Tech Ed. 2025;21(10), em2709. https://doi.org/10.29333/ejmste/17039

Chicago

Girón-Gambero, Jesús Ramón, and Teresa Lupión-Cobos. "Emotions expressed by grade-8 students in STEM projects". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 10 (2025): em2709. https://doi.org/10.29333/ejmste/17039

Harvard

Girón-Gambero, J. R., and Lupión-Cobos, T. (2025). Emotions expressed by grade-8 students in STEM projects. Eurasia Journal of Mathematics, Science and Technology Education, 21(10), em2709. https://doi.org/10.29333/ejmste/17039

MLA

Girón-Gambero, Jesús Ramón et al. "Emotions expressed by grade-8 students in STEM projects". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 10, 2025, em2709. https://doi.org/10.29333/ejmste/17039