RT Journal Article
T1 Characterization of Emotions Linked to the Study of a STEAM Project Contextualized in a Controversial Heritage
A1 Campina López, Alejandro
A1 Heras Pérez, María Ángeles de las
A1 Lorca Marín, Antonio Alejandro
AB This case study analyzes the academic emotions generated in a STEAM educational project developed in the controversial heritage of the Río Tinto and its surroundings. Twenty-five secondary education students participated in a didactic sequence that combined programming and the use of sensors for physicochemical data collection with inquiry- and modeling-based methodologies to address socio-scientific issues. Data were collected through open-ended questionnaires and field notebooks, allowing for an analysis of the emotions expressed at different stages of the project. The results show that epistemic emotions, such as curiosity and surprise, were predominant, highlighting the positive impact of experimental learning in this educational approach. Achievement emotions, such as pride and enjoyment, were linked to overcoming technological challenges, while thematic emotions, such as admiration and disgust, emerged from the heritage context, fostering critical reflection on environmental and historical issues. Negative emotions, such as frustration and anxiety, were also identified, mainly related to the technical difficulties and organizational challenges in group work. It is concluded that the proposed didactic sequence, by integrating the STEAM approach within a heritage context, mobilizes the epistemic emotions that were key in fostering analytical thinking and scientific exploration, while thematic emotions strengthened students’ connection with environmental and historical issues.
PB MDPI
SN 2227-7102 (electrónico)
YR 2025
FD 2025-06
LK https://hdl.handle.net/10272/25703
UL https://hdl.handle.net/10272/25703
LA eng
NO Campina-López, A. C., Heras-Pérez, M.A. de las, & Lorca-Marín, A. A. (2025). Characterization of Emotions Linked to the Study of a STEAM Project Contextualized in a Controversial Heritage. In Education Sciences, (Vol. 15, Issue 6, p. 725). MDPI. https://doi.org/10.3390/educsci15060725
NO This article is part of the project “The socio-scientific controversy of the Río Tinto as a resource for identity development in students: Conserve or restore?”, approved in the 2022/2023 call for teaching innovation and educational research projects at the University of Huelva. It is also framed within the official inter-university PhD program in Teaching and Learning of Experimental Sciences, Social Sciences, Mathematics, and Physical and Sports Education. The research is linked to the R&D projects EPITEC2, “Controversial Heritage for Eco-Social Education” [(PID2020-116662GB-100)], funded by the MCIN/AEI/10.13039/501100011033, and “Specialized Knowledge in Teacher Education for Mathematics, Experimental Sciences, and Social Sciences (MTSK-STSK-SCTSK)” [(ProyExcel_00297)], supported by the Regional Government of Andalusia. It is also connected to COIDESO (Research Center for Contemporary Thought and Innovation for Social Development) and the DESYM Research Group (Didactics of Experimental, Social and Mathematical Sciences).
DS Repositorio Institucional de la Universidad de Huelva
RD 1 jun 2026