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Ms. Míriam Hernández del Barco
University of Extremadura (Spain)

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0 Higher Education
0 Science Education
0 Sustainability
0 emotions
0 Affective Domain

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Journal article
Published: 18 March 2021 in Sustainability
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Enhancing the emotional dimension of prospective teachers in science subjects—which has become increasingly important in recent decades—is a responsibility of higher education institutions. The implementation of active methodologies has the potential to modify the traditional student-teacher roles that are encouraged by the educational policies implemented in the Bologna Process. Simultaneously, it is possible to promote knowledge of sustainability, as well as the attitudes and behaviors required by UNESCO. The main aim of this work is to describe a project-based learning methodology with a transversal sustainability approach (low-cost and eco-friendly) and to introduce this as a potential resource for the emotional and cognitive improvement of 19 prospective primary teachers enrolled in scientific subjects. This is a qualitative study in the context of a research line focused on higher education for sustainable development. A questionnaire was designed and filled in by students at two different stages, before and after implementation of the activity. The initial feedback from students was surprisingly enthusiastic due to the fact that they were working with rockets, despite this not being considered a common emotion expressed by students in science lessons. The results show the emotional improvement of prospective teachers after implementation of the activity. It is concluded that a good science education, with implementation of sustainable approaches is necessary during the training of teachers, taking into account their emotional dimensions and social repercussions as a consequence of future transmission.

ACS Style

Míriam Hernández-Barco; Jesús Sánchez-Martín; Isaac Corbacho-Cuello; Florentina Cañada-Cañada. Emotional Performance of a Low-Cost Eco-Friendly Project Based Learning Methodology for Science Education: An Approach in Prospective Teachers. Sustainability 2021, 13, 3385 .

AMA Style

Míriam Hernández-Barco, Jesús Sánchez-Martín, Isaac Corbacho-Cuello, Florentina Cañada-Cañada. Emotional Performance of a Low-Cost Eco-Friendly Project Based Learning Methodology for Science Education: An Approach in Prospective Teachers. Sustainability. 2021; 13 (6):3385.

Chicago/Turabian Style

Míriam Hernández-Barco; Jesús Sánchez-Martín; Isaac Corbacho-Cuello; Florentina Cañada-Cañada. 2021. "Emotional Performance of a Low-Cost Eco-Friendly Project Based Learning Methodology for Science Education: An Approach in Prospective Teachers." Sustainability 13, no. 6: 3385.

Original research article
Published: 04 March 2021 in Frontiers in Education
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This research offers a descriptive and inferential analysis of the emotions toward the teaching of science felt by 144 second-year students of a Primary Education bachelor’s degree course, identifying their learning styles in accordance with the theory of Multiple Intelligences, studying their perception of self-efficacy concerning the different scientific contents they would need to teach, and establishing correlations between these variables. The investigation is quantitative in character, carried out via a survey, using SPSS and JASP for the data analysis. The results show that these prospective teachers feel greater rejection toward Physics and Chemistry than toward Biology and Geology (they mainly express enthusiasm for the latter). It is possible to establish differences in the emotions that the prospective teachers feel toward science depending on which path they took in their pre-university studies (Arts or Sciences). There are correlations between feeling positive emotions and having greater self-efficacy in teaching those same scientific topics. Those who feel negative emotions, such as fear or rejection, toward Physics and Chemistry have lower self-efficacy. There are correlations between having greater self-efficacy when teaching science and having a predominantly logical-mathematical intelligence. There is also a relationship between having a predominantly logical-mathematical type of intelligence and feeling more positive emotions toward sciences. Predictors of emotional dimension and self-efficacy have been also explored by multiple regression.

ACS Style

Míriam Hernández-Barco; Florentina Cañada-Cañada; Isaac Corbacho-Cuello; Jesús Sánchez-Martín. An Exploratory Study Interrelating Emotion, Self-Efficacy and Multiple Intelligence of Prospective Science Teachers. Frontiers in Education 2021, 6, 1 .

AMA Style

Míriam Hernández-Barco, Florentina Cañada-Cañada, Isaac Corbacho-Cuello, Jesús Sánchez-Martín. An Exploratory Study Interrelating Emotion, Self-Efficacy and Multiple Intelligence of Prospective Science Teachers. Frontiers in Education. 2021; 6 ():1.

Chicago/Turabian Style

Míriam Hernández-Barco; Florentina Cañada-Cañada; Isaac Corbacho-Cuello; Jesús Sánchez-Martín. 2021. "An Exploratory Study Interrelating Emotion, Self-Efficacy and Multiple Intelligence of Prospective Science Teachers." Frontiers in Education 6, no. : 1.

Conference paper
Published: 01 March 2021 in INTED2021 Proceedings
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ACS Style

Míriam Hernández Del Barco; Isaac Corbacho-Cuello; Jesús Sánchez-Martín; Florentina Cañada-Cañada. PROJECT BASED LEARNING IN PRIMARY EDUCATION DEGREE: AN ANALYSIS OF THE AFFECTIVE DIMENSION. INTED2021 Proceedings 2021, 2057 -2057.

AMA Style

Míriam Hernández Del Barco, Isaac Corbacho-Cuello, Jesús Sánchez-Martín, Florentina Cañada-Cañada. PROJECT BASED LEARNING IN PRIMARY EDUCATION DEGREE: AN ANALYSIS OF THE AFFECTIVE DIMENSION. INTED2021 Proceedings. 2021; ():2057-2057.

Chicago/Turabian Style

Míriam Hernández Del Barco; Isaac Corbacho-Cuello; Jesús Sánchez-Martín; Florentina Cañada-Cañada. 2021. "PROJECT BASED LEARNING IN PRIMARY EDUCATION DEGREE: AN ANALYSIS OF THE AFFECTIVE DIMENSION." INTED2021 Proceedings , no. : 2057-2057.

Journal article
Published: 10 September 2020 in Sustainability
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In the context of climatic emergency, teaching for sustainability is crucial to transform damaging behavioral social paths into sustainable ones. In this contribution, we focus on the relevance of the Degree in Primary Education to reach this change, assessing through the Sustainability Consciousness Questionnaire (SCQ) the sustainability awareness of a sample of 151 students of this bachelor’s degree. SPSS and JASP statistical programs were used for data analyses and graphical representations. The results support that this test is appropriate to estimate the different dimensions of sustainability consciousness of Spanish pre-service primary teachers. Specifically, we found that these students assign higher scores to items of sustainability knowingness and sustainability attitudes above all in the social dimension. Some gender differences are found in sustainability behavior, which is higher in the male subset for the economic dimension. Correlation analysis reveals positive associations between sustainability knowingness and sustainability attitudes, whereas sustainability behavior is positively related to both constructs but only in the social dimension. These results highlight the necessity of teaching sustainability looking for behavioral changes in the Degree of Primary Education.

ACS Style

José María Marcos-Merino; Isaac Corbacho-Cuello; Míriam Hernández-Barco. Analysis of Sustainability Knowingness, Attitudes and Behavior of a Spanish Pre-Service Primary Teachers Sample. Sustainability 2020, 12, 7445 .

AMA Style

José María Marcos-Merino, Isaac Corbacho-Cuello, Míriam Hernández-Barco. Analysis of Sustainability Knowingness, Attitudes and Behavior of a Spanish Pre-Service Primary Teachers Sample. Sustainability. 2020; 12 (18):7445.

Chicago/Turabian Style

José María Marcos-Merino; Isaac Corbacho-Cuello; Míriam Hernández-Barco. 2020. "Analysis of Sustainability Knowingness, Attitudes and Behavior of a Spanish Pre-Service Primary Teachers Sample." Sustainability 12, no. 18: 7445.

Conference paper
Published: 17 June 2020 in Proceedings of SOCIOINT 2020- 7th International Conference on Education and Education of Social Sciences
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ACS Style

Miriam Hernández Del Barco; Florentina Cañada; Isaac Corbacho-Cuello; Jesús Sánchez-Martín. “HARD SCIENCES” AND “SOFT SCIENCES”: A NECESSARY DIFFERENTIATION IN TEACHING SCIENCES TO PRIMARY PRE-SERVICE TEACHERS. Proceedings of SOCIOINT 2020- 7th International Conference on Education and Education of Social Sciences 2020, 1 .

AMA Style

Miriam Hernández Del Barco, Florentina Cañada, Isaac Corbacho-Cuello, Jesús Sánchez-Martín. “HARD SCIENCES” AND “SOFT SCIENCES”: A NECESSARY DIFFERENTIATION IN TEACHING SCIENCES TO PRIMARY PRE-SERVICE TEACHERS. Proceedings of SOCIOINT 2020- 7th International Conference on Education and Education of Social Sciences. 2020; ():1.

Chicago/Turabian Style

Miriam Hernández Del Barco; Florentina Cañada; Isaac Corbacho-Cuello; Jesús Sánchez-Martín. 2020. "“HARD SCIENCES” AND “SOFT SCIENCES”: A NECESSARY DIFFERENTIATION IN TEACHING SCIENCES TO PRIMARY PRE-SERVICE TEACHERS." Proceedings of SOCIOINT 2020- 7th International Conference on Education and Education of Social Sciences , no. : 1.

Conference paper
Published: 17 June 2020 in Proceedings of SOCIOINT 2020- 7th International Conference on Education and Education of Social Sciences
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ACS Style

Miriam Hernández Del Barco; Florentina Cañada; Isaac Corbacho-Cuello; Jesús Sánchez-Martín. RELATIONSHIP BETWEEN AFFECTIVE DOMAIN AND MULTIPLE INTELLIGENCES OF SCIENCE PRIMARY PRE-SERVICE TEACHER. Proceedings of SOCIOINT 2020- 7th International Conference on Education and Education of Social Sciences 2020, 1 .

AMA Style

Miriam Hernández Del Barco, Florentina Cañada, Isaac Corbacho-Cuello, Jesús Sánchez-Martín. RELATIONSHIP BETWEEN AFFECTIVE DOMAIN AND MULTIPLE INTELLIGENCES OF SCIENCE PRIMARY PRE-SERVICE TEACHER. Proceedings of SOCIOINT 2020- 7th International Conference on Education and Education of Social Sciences. 2020; ():1.

Chicago/Turabian Style

Miriam Hernández Del Barco; Florentina Cañada; Isaac Corbacho-Cuello; Jesús Sánchez-Martín. 2020. "RELATIONSHIP BETWEEN AFFECTIVE DOMAIN AND MULTIPLE INTELLIGENCES OF SCIENCE PRIMARY PRE-SERVICE TEACHER." Proceedings of SOCIOINT 2020- 7th International Conference on Education and Education of Social Sciences , no. : 1.

Journal article
Published: 10 January 2020 in Sustainability
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The Bologna Process and the European Higher Education area require the application of new active methodologies in the classroom that place the student at the center of his or her learning process. In the present work, we analyze the application of a Service-Learning (SL) methodology in the context of a Final Degree Dissertation (FDD) in the degree in Environmental Sciences at the University of Extremadura (Spain). The project deals with an isolated Kichwa community in Ecuador and involves the development of alternative science education materials for the capacitation of in-service science teachers. This paper evaluates how an FDD carried out according to Service-Learning (SL) principles can help in the acquisition of so-called “soft skills” and how these can be focused in the promotion of the sustainable development goal (SDG) knowledge and achievement. To this end, a qualitative study of the experience and a deep evaluation, followed by a final reflection, were carried out. According to the preliminary results, we can conclude that Higher Education should include SDGs in its teaching praxis and could do this successfully using the SL methodology.

ACS Style

Míriam Hernández-Barco; Jesús Sánchez-Martín; José Blanco-Salas; Trinidad Ruiz-Téllez. Teaching Down to Earth—Service-Learning Methodology for Science Education and Sustainability at the University Level: A Practical Approach. Sustainability 2020, 12, 542 .

AMA Style

Míriam Hernández-Barco, Jesús Sánchez-Martín, José Blanco-Salas, Trinidad Ruiz-Téllez. Teaching Down to Earth—Service-Learning Methodology for Science Education and Sustainability at the University Level: A Practical Approach. Sustainability. 2020; 12 (2):542.

Chicago/Turabian Style

Míriam Hernández-Barco; Jesús Sánchez-Martín; José Blanco-Salas; Trinidad Ruiz-Téllez. 2020. "Teaching Down to Earth—Service-Learning Methodology for Science Education and Sustainability at the University Level: A Practical Approach." Sustainability 12, no. 2: 542.

Chapter
Published: 01 January 2020 in Practical Perspectives on Educational Theory and Game Development
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This chapter investigates whether there is a relationship between emotional management and the prevailing intelligence profile of a sample of pupils in the last year of primary education and two years of lower secondary education with respect to their learning in STEM subjects. A questionnaire was designed to collect information on multiple intelligences and the emotional factor. The sample comprised 143 pupils from the 6th of primary education and 2nd and 4th of secondary education classes in a state school. It was found that the pupils with a predominantly logical-mathematical and/or visual-spatial intelligence also scored better on the items related to the emotional and adaptation factor in science classes.

ACS Style

Esperanza Rosiña; M. Luisa Bermejo; Miriam Andrea Hernández del Barco; Florentina Cañada; Jesus Sanchez-Martin. Multiple Intelligences Analysis and Emotional Implications in STEM Education for Students up to K-12. Practical Perspectives on Educational Theory and Game Development 2020, 261 -280.

AMA Style

Esperanza Rosiña, M. Luisa Bermejo, Miriam Andrea Hernández del Barco, Florentina Cañada, Jesus Sanchez-Martin. Multiple Intelligences Analysis and Emotional Implications in STEM Education for Students up to K-12. Practical Perspectives on Educational Theory and Game Development. 2020; ():261-280.

Chicago/Turabian Style

Esperanza Rosiña; M. Luisa Bermejo; Miriam Andrea Hernández del Barco; Florentina Cañada; Jesus Sanchez-Martin. 2020. "Multiple Intelligences Analysis and Emotional Implications in STEM Education for Students up to K-12." Practical Perspectives on Educational Theory and Game Development , no. : 261-280.

Journal article
Published: 04 August 2019 in Sustainability
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Chacras, which are Amazonian agricultural systems, are examples of traditional agricultural management that are sustainable. They are also characteristic of the identities of different ethnographic groups in tropical America. However, information regarding the botanical characterization of chacras is scant. In tropical rural communities, there is a gender bias hypothesis that makes women potential reservoirs of traditional chacras plant knowledge. We present an experimental study in order to demonstrate if this knowledge difference really exists and to plan accordingly. We performed workshops in an isolated Kichwa community from Amazonian Ecuador. We calculated the cultural signififcance index (CSI) for 97 local flora plants. Our results revealed statistically significant differences. They were coherent with the Kichwa worldview and the structure of their society. We concluded that gender perspective must be taken into account in biodiversity conservation programs, such as, for example, those to implement the resilient agricultural practices of tropical contexts promoted by The United Nations Sustainable Development Goal 2 (SGD2).

ACS Style

Carmen X. Luzuriaga-Quichimbo; Míriam Hernández Del Barco; José Blanco-Salas; Carlos E. Cerón-Martínez; Trinidad Ruiz-Téllez. Plant Biodiversity Knowledge Varies by Gender in Sustainable Amazonian Agricultural Systems Called Chacras. Sustainability 2019, 11, 4211 .

AMA Style

Carmen X. Luzuriaga-Quichimbo, Míriam Hernández Del Barco, José Blanco-Salas, Carlos E. Cerón-Martínez, Trinidad Ruiz-Téllez. Plant Biodiversity Knowledge Varies by Gender in Sustainable Amazonian Agricultural Systems Called Chacras. Sustainability. 2019; 11 (15):4211.

Chicago/Turabian Style

Carmen X. Luzuriaga-Quichimbo; Míriam Hernández Del Barco; José Blanco-Salas; Carlos E. Cerón-Martínez; Trinidad Ruiz-Téllez. 2019. "Plant Biodiversity Knowledge Varies by Gender in Sustainable Amazonian Agricultural Systems Called Chacras." Sustainability 11, no. 15: 4211.

Journal article
Published: 18 August 2018 in Plants
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This study’s objective was to evaluate the rescued traditional knowledge about the chiricaspi (Brunfelsia grandiflora s.l.), obtained in an isolated Canelo-Kichwa Amazonian community in the Pastaza province (Ecuador). This approach demonstrates well the value of biodiversity conservation in an endangered ecoregion. The authors describe the ancestral practices that remain in force today. They validated them through bibliographic revisions in data megabases, which presented activity and chemical components. The authors also propose possible routes for the development of new bioproducts based on the plant. In silico research about new drug design based on traditional knowledge about this species can produce significant progress in specific areas of childbirth, anesthesiology, and neurology.

ACS Style

Carmen X. Luzuriaga-Quichimbo; Míriam Hernández Del Barco; José Blanco-Salas; Carlos E. Cerón-Martínez; Trinidad Ruiz-Téllez. Chiricaspi (Brunfelsia grandiflora, Solanaceae), a Pharmacologically Promising Plant. Plants 2018, 7, 67 .

AMA Style

Carmen X. Luzuriaga-Quichimbo, Míriam Hernández Del Barco, José Blanco-Salas, Carlos E. Cerón-Martínez, Trinidad Ruiz-Téllez. Chiricaspi (Brunfelsia grandiflora, Solanaceae), a Pharmacologically Promising Plant. Plants. 2018; 7 (3):67.

Chicago/Turabian Style

Carmen X. Luzuriaga-Quichimbo; Míriam Hernández Del Barco; José Blanco-Salas; Carlos E. Cerón-Martínez; Trinidad Ruiz-Téllez. 2018. "Chiricaspi (Brunfelsia grandiflora, Solanaceae), a Pharmacologically Promising Plant." Plants 7, no. 3: 67.