Estudio de emociones en un proceso de ruptura cognitiva a través del reconocimiento facial

  1. Ezquerra, Ángel 1
  2. Pamplona, Sonia 1
  3. Casas-Mas, Amalia 1
  4. Nieto-Gómez, Iván 1
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Revista:
Enseñanza de las ciencias: revista de investigación y experiencias didácticas

ISSN: 0212-4521 2174-6486

Año de publicación: 2024

Volumen: 42

Número: 1

Páginas: 23-42

Tipo: Artículo

DOI: 10.5565/REV/ENSCIENCIAS.5987 SCOPUS: 2-s2.0-85187001503 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Enseñanza de las ciencias: revista de investigación y experiencias didácticas

Resumen

Las emociones que se producen en los procesos de enseñanza-aprendizaje en ciencias experimentales presentan cuestiones todavía por resolver. En este artículo, hemos utilizado un método paramétrico que usa el reconocimiento facial y permite identificar las emociones en tiempo real y vincularlas con acciones educativas concretas. Se diseñó una actividad para hacer aflorar las emociones en un proceso en el que las conjeturas iniciales colisionaban con los hechos. El análisis muestra cambios muy intensos en las expresiones emocionales de los estudiantes y la existencia de tres tipos de comportamiento frente a esta disonancia entre previsiones y observación: 1) sorpresa; 2) disgusto; y 3) solapamiento de sorpresa y disgusto. Parece especialmente interesante considerar qué emociones específicas genera cada situación de aprendizaje para cada individuo.

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