Emociones y aprendizaje en física: comprendiendo el color desde la experiencia afectiva

Abstract

This research presents the results and analysis of a rigorous process whose general purpose was to characterize the relationships between the management of emotions and the learning of the color phenomenon in the teaching of physics among tenth-grade students at a school located in the southwestern area of Bogotá. Based on an interpretative and constructivist approach, and methodologically grounded in Action Research —which in turn is framed within Phenomenon-Based Learning (PBL)— four learning activities were implemented. These were designed under the Reflexion-Action Routine model, specifically created for this study, and explored the influence of emotions on the understanding of optical phenomena. Data were collected through field journals, open-ended surveys, and student productions, and subsequently analyzed using MAXQDA® software. The findings showed that positive emotions foster motivation, active participation, and conceptual change in relation to alternative ideas. Likewise, the study revealed that teacher mediation, the use of didactic materials, and a ludic component play a significant role in the construction of more effective learning environments.