Beliefs about Future Curriculum

How Avoidance Emotions Affect Curriculum Choice in Science

In: Society & Animals
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  • 1 Department of Mathematical Sciences, The University of Texas at El Paso, tx
  • 2 Department of Teacher Education, The University of Texas at El Paso, tx

This article investigates how emotions of avoidance affect curriculum choice in a science classroom and also evaluates a research-based social form of learning for changing emotions of avoidance towards a specific science topic (arachnids) for a population of preservice teachers. It was found that there is a strong invariant structural relationship between emotions of avoidance and beliefs about incorporation of science concepts about arachnids. However, participation in the arachnid learning activities decreased emotions of avoidance and increased beliefs about incorporation into a science classroom. The implications of these findings are that social forms of learning can change avoidance emotions and beliefs of teachers and may even be effective for addressing other classroom topics that are socially sensitive, such as biological evolution or climate change.

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