<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2182-8474</journal-id>
<journal-title><![CDATA[Sisyphus - Journal of Education]]></journal-title>
<abbrev-journal-title><![CDATA[Sisyphus]]></abbrev-journal-title>
<issn>2182-8474</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educação da Universidade de Lisboa]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2182-84742025000100098</article-id>
<article-id pub-id-type="doi">10.25749/sis.36560</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Emociones de Estudiantes Universitarios durante una Enseñanza Indagatoria de las Ciencias: ¿Construir Hoteles en un Parque Natural?]]></article-title>
<article-title xml:lang="pt"><![CDATA[Emoções de Estudantes Universitários durante um Ensino Investigativo das Ciências: Construir Hotéis num Parque Natural?]]></article-title>
<article-title xml:lang="en"><![CDATA[Emotions of University Students during Inquiry-Based Science Teaching: Building Hotels in a Natural Park?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alvarado]]></surname>
<given-names><![CDATA[Diego Armando Retana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez]]></surname>
<given-names><![CDATA[María Ángeles De las Heras]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vázquez-Bernal]]></surname>
<given-names><![CDATA[Bartolomé]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez]]></surname>
<given-names><![CDATA[Roque Jiménez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Costa Rica Facultad de Educación Escuela de Formación Docente]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Huelva Facultad de Educación, Psicología y Ciencias del Deporte Departamento de Didácticas Integradas]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>02</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>02</month>
<year>2025</year>
</pub-date>
<volume>12</volume>
<numero>3</numero>
<fpage>98</fpage>
<lpage>125</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-84742025000100098&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-84742025000100098&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-84742025000100098&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio examina cómo cambian las emociones de futuros maestros hacia los contenidos científicos (seres vivos y ecosistemas) al participar en una intervención indagatoria en la construcción de hoteles en un Parque Natural de España. La muestra incluyó alumnos del Grado de Maestro en Educación Primaria de la Universidad de Huelva matriculados en una asignatura de didáctica de las ciencias. Se utilizó un cuestionario tipo Likert para medir la intensidad de catorce emociones en tres momentos: antes, durante y después de la intervención. También se realizaron entrevistas, observaciones y narrativas para identificar las causas del cambio. Los resultados indicaron un aumento significativo en emociones positivas, especialmente la satisfacción, y una disminución en emociones negativas, como el aburrimiento. Este cambio se atribuye a la naturaleza biológica de los temas y su integración en el Conocimiento Didáctico del Contenido. Se recomienda incorporar la educación emocional en la formación inicial de maestros para promover la autorregulación y el aprendizaje emocional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este estudo examina como mudam as emoções de futuros professores em relação aos conteúdos científicos (seres vivos e ecossistemas) ao participar de uma intervenção investigativa na construção de hotéis em um Parque Natural da Espanha. A amostra incluiu alunos do curso de Licenciatura em Educação Primária da Universidade de Huelva, inscritos em uma disciplina de didática das ciências. Utilizou-se um questionário tipo Likert para medir a intensidade de quatorze emoções em três momentos: antes, durante e depois da intervenção. Também foram realizadas entrevistas, observações e narrativas para identificar as causas da mudança. Os resultados indicaram um aumento significativo nas emoções positivas, especialmente a satisfação, e uma diminuição nas emoções negativas, como o tédio. Essa mudança é atribuída à natureza biológica dos temas e sua integração no Conhecimento Didático do Conteúdo. Recomenda-se incorporar a educação emocional na formação inicial de professores para promover a autorregulação e a aprendizagem emocional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study examines how the emotions of future teachers towards scientific content (living beings and ecosystems) change when participating in an inquiry-based intervention focused on building hotels in a Natural Park in Spain. The sample included students from the Primary Education Teaching Degree at the University of Huelva, participating in a science didactics course. A Likert-type questionnaire was used to measure the intensity of fourteen emotions at three moments: before, during, and after the intervention. Additionally, interviews, observations, and narratives were conducted to identify the causes that justify the change. The results show that positive emotions recorded the highest intensities at all three moments. There was an increase in all positive emotions, with satisfaction being particularly significant. All negative emotions decreased, especially boredom. Moreover, the change is attributed to the biological nature of the topics and their integration into Pedagogical Content Knowledge. Initial training should incorporate emotional education into a professional knowledge model that includes self-regulation strategies to facilitate emotional maturity and learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[INDAGACIÓN]]></kwd>
<kwd lng="es"><![CDATA[CUESTIONES SOCIOCIENTÍFICAS]]></kwd>
<kwd lng="es"><![CDATA[EMOCIONES]]></kwd>
<kwd lng="es"><![CDATA[CONOCIMIENT DIDÁTICO DEL CONTENIDO]]></kwd>
<kwd lng="es"><![CDATA[FORMACIÓN INICIAL DE MAESTROS.]]></kwd>
<kwd lng="pt"><![CDATA[INVESTIGAÇÃO]]></kwd>
<kwd lng="pt"><![CDATA[QUESTÕES SOCIOCIENTÍFICAS]]></kwd>
<kwd lng="pt"><![CDATA[EMOÇÕES]]></kwd>
<kwd lng="pt"><![CDATA[CONHECIMENTO DIDÁTICO DO CONTEÚDO]]></kwd>
<kwd lng="pt"><![CDATA[FORMAÇÃO INICIAL DE PROFESSORES]]></kwd>
<kwd lng="en"><![CDATA[INQUIRY]]></kwd>
<kwd lng="en"><![CDATA[SOCIO-SCIENTIFIC ISSUES]]></kwd>
<kwd lng="en"><![CDATA[EMOTIONS]]></kwd>
<kwd lng="en"><![CDATA[PEDAGOGICAL CONTENT KNOWLEDGE]]></kwd>
<kwd lng="en"><![CDATA[INITIAL TEACHER TRAINING]]></kwd>
</kwd-group>
</article-meta>
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