Emotions expressed by grade-8 students in STEM projects

This study analyses the emotions experienced by secondary school students when carrying out STEM projects, with activities that involve scientific practices of inquiry and argumentation to promote different dimensions of their critical thinking. The work emphasizes the dimension linked to decision-making, aiming to empower students in making rational and informed choices, integral to the decisions they employ in problem-solving. Interested in improving formative instruction for teachers and student learning, we have analyzed the positive and negative aspects associated with the emotions expressed by students (26 students, aged 13-14) during these projects. The analysis shows an increase in positive emotions as opposed to negative ones, with a key factor for the former being the practical activities and the teaching role and with a preponderance of the value given to the qualification in the latter.