Banca de DEFESA: Kássia Moreira Cunha

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : Kássia Moreira Cunha
DATE: 28/04/2023
TIME: 14:00
LOCAL: virtual
TITLE:

The relationship between emotional valence and learning: How emotions can guide behaviors in the classroom?

KEY WORDS:

Emotional valence, learning, physic’s teaching, emotion, motivation.

PAGES: 138
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Starting from questions and reflections about the learning difficulties of students in the discipline of Physics in high school and their apparent demotivation, this work sought to study primarily about emotions and emotional valence and their possible relationships with learning; theoretical references indicate that emotions and cognition are closely related, which instigates us to investigate and analyze emotions within the context of the classroom, postulating that since emotions are so strong and influential in human behavior, these emotional phenomena and the valence emotional, which gives meaning and points to the relevance of a given event or event, it is pertinent to study these phenomena associated with student learning; with the objective of investigating relational elements between emotional valence and learning and the influence of emotions on students' motivation, an interview was carried out with students from the third year of high school in order to analyze the relationship of students with the discipline of Physics ; based on this interview, a Didactic Sequence was developed with classes designed to enable greater student involvement in the classroom and awaken greater interest and curiosity; the findings indicated, in the initial interviews, that the majority of male and female students have a high degree of rejection of the Physics subject, show demotivation and desinterest, and some data indicate that this lack of interest occurs as a result of disappointments due to low grades and difficulties with calculations, students end up abandoning the commitment to the discipline because they possibly see the discipline as very complex and difficult to understand; the complexity of the calculations seems to repel the students' attention; the questionnaires showed that classes with practical applications in the real world retain more attention on the part of students and seem to arouse greater engagement in the classroom; With regard to motivation, the findings indicate that although students perceive the classes as having more interesting practical applications, it seems that this aspect has not yet been enough to awaken intrinsic motivation in them, some seem to have extrinsic motivation, but still not enough to develop greater affection for others. physics content. Which indicates the need for further reflection concerning teaching and learning methodologies and their contributions to student motivation; this work aims to contribute with new investigations and reflections concerning emotions and emotional valence within the classroom, more specifically within the teaching of Physics; the data indicate that there is still a long way to go in this area of study and that, in fact, as initially postulated, all behavior, attitudes, positions and motivation of students in the classroom have a high emotional charge; and this emotional charge is related to their learning, motivation and involvement in the classroom.

BANKING MEMBERS:
Externo à Instituição - HERBERT GOMES DA SILVA - UFBA
Presidente - 3974025 - HELIO JOSE SANTOS MAIA
Externa ao Programa - 1100497 - JULIANA EUGENIA CAIXETA
Externo ao Programa - 2879082 - RONI IVAN ROCHA DE OLIVEIRA