Keywords
conceptual change
pedagogical strategies
pandemic
How to Cite
Abstract
During the pandemic, teaching and learning suffered significant changes that impacted the students' emotional state. This study investigated the effect of two teaching methods, conceptual change, and lecture, on the academic emotions of high school students during confinement. An independent-group design with pre- and post-test assessments and a mixed data analysis approach were used. The Inventory of Academic Emotions (INETAM) was used to measure positive emotions (enthusiasm, enjoyment) and negative emotions (frustration and boredom). The results showed that only the conceptual change strategy significantly diminished negative emotions. This suggests that interactive teaching techniques are more effective in fostering positive academic emotions and decreasing negative ones, which emphasizes the importance of adapting educational practices to support students' emotional well-being, particularly in demanding situations and stresses the need to continue exploring effective pedagogical strategies in the post-pandemic educational context.
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