Perception of emotions of university students of the degree of Early Childhood Education when implementing strategies and activities to the online learning of science education

Abstract

With the confinement caused by the COVID-19 pandemic, the educational world was forced to an online teaching modality and the continued use of digital technologies. In subjects such as science, which were more manipulative and interactive, this was a real challenge. In this experience we collected the perceptions of 46 university students on whether the use of certain strategies and activities led them to greater motivation towards science. To do this, after putting these strategies into practice, they were given a short questionnaire from whose responses it is clear that the students valued these experiences very positively and perceive a substantial improvement in their emotions and feelings towards science. Although the most highly valued activities are those that require greater interaction and participation on their part, they also see this greater involvement as a problem. A teacher training plan that goes beyond the knowledge and use of digital technology is discussed and is believed to be necessary and that forms in the choice, creation, development and implementation of appropriate strategies and activities that allow an improvement not only in motivation but also in student learning.