In the contemporary educational scenario, the interconnection between emotions and cognition in the teaching and learning process is widely recognized. Cognitive neuroscience studies highlight the crucial role of emotions in the formation of memories and decision-making, directly influencing attention, motivation and learning (Pessoa, 2008; Immordino-Yang & Damásio, 2007). At the same time, there is a growing understanding of the relevance of socio-emotional skills for the integral development of students. Their inclusion in Basic Education curricula is driven by the perception of their importance for the academic, professional and personal success of students (Casuso-Holgado et al., 2020). In this context, the research question developed was: "How do future teachers in the Natural Sciences Area understand and learn affectivity as an integral part of pedagogical practice, especially considering the development of socio-emotional skills?" Nóvoa (2009) highlights the importance of training teachers who promote the socio-emotional development of students, advocating inclusive and welcoming learning environments. The research included the participation of 19 students from the Pedagogical Residency Program in the areas of Chemistry and Physics, as well as from the Supervised Internship in Chemistry at the Federal University of Viçosa, Brazil. The analysis of the responses to the discursive questions in the questionnaires made it possible to identify categories that reflect the participants' conceptions on the topic, presented below: Value and importance of affection in the teaching of Science; Affection as a facilitator of the teacher-student relationship; Affection as a stimulus to student interest and participation; Challenges and limits of affection in the school environment. The integration of socio-emotional skills in science teaching provides significant benefits, including the creation of an inclusive and welcoming learning environment, promoting student engagement and a positive atmosphere. In addition, the development of these skills prepares students to face real-world challenges, interact effectively, and cultivate a scientific mindset.

Research aim

This project explores experiences of Scottish secondary school students from a spectrum of rural to urban settings through the perspective of teachers. The aim is to understand geographical inequalities across secondary schools Scotland-wide, with a focus on practical chemistry education received by students.

Methods

To gain data and understand any issues with practical chemistry education, online surveys were created and delivered to both science faculty heads and chemistry teachers. The surveys contained a high number of open-ended questions to allow participants to provide detail and help to understand their perceptions as fully as possible.

Findings

The largest difference found between rural and urban schools is the lack of access to outreach opportunities for rural schools. The travel costs and transport links cause major issues, alongside their geographical struggles to attend or receive support from outside agencies. Urban teachers believed that rural teachers had the advantage of building better relationships due to perceived smaller class sizes.

Interestingly, the size of the school seems to have the largest impact on resources available for practical chemistry education. A larger school receives more funding and so often has more well-resourced laboratories. Although, there are more rural schools that are smaller in size, it is not their geographical location that is necessarily impacting their access to adequate resources.

Relevance to the Conference theme and specific strand

This is a preliminary study to help understand inequalities in the practical chemistry opportunities offered in national qualification classes across the rural/urban landscape of Scotland. Greater understanding of any geographical-linked challenges faced by teachers and the barriers faced by students entering higher education could inform policy and practice to support learning and transitions. This is the first time that the urban and rural setting has been considered, with these findings relevant to subjects beyond chemistry.

This study aims to explore teachers' perceptions of gamification in the context of an educational game focused on the Amazon Rainforest and its conservation. Specifically, it examines how continuous teacher training, essential for professional growth, can enhance teaching practices and foster appreciation for environmental education, particularly regarding the Amazon. The theoretical framework is based on how continuous education allows teachers to adapt to evolving educational demands, helping them incorporate innovative methodologies into their classrooms, and also on gamification, which uses game elements such as competition, challenges, and interaction to engage participants and increase student motivation and engagement in educational settings.

The research utilized a course on gamification involving school science teachers from the North, Northeastern and Southeast regions of Brazil. Data were collected through semi-structured interviews with seven participating teachers after the course, to gain insights into their experiences and perceptions on gamification’s effectiveness, implementation challenges, relevance to Amazon education, and professional development impacts. The analyses were conducted using discourse analysis of the collected interviews, allowing for a deeper understanding of the teachers' views and experiences.

The findings indicate that while teachers are enthusiastic about incorporating gamification into their teaching, they face several challenges. Some struggle with the technological aspects, particularly in regions lacking adequate technological resources. Additionally, teachers outside the Amazon region often have a limited understanding of the rainforest's realities, which hinders their ability to convey accurate information. Conversely, teachers within Amazon bring pratical, real-world perspectives to their classrooms but frequently require ongoing support. This highlights the need for continuous education tailored to each teacher’s context, along with further investment in infrastructure. These efforts are crucial as teaching about the Amazon has a global impact, raising awareness about its conservation and the critical role it plays in regulating the Earth's climate and preserving biodiversity.

Since the beginning of the 21st century, a cultural revolution has been taking place and influencing the culture of learning: new information technologies, together with other sociocultural changes, are opening space for a new culture of learning. Science Education in the 21st century enables the education of citizens, with equity, who can learn how to learn, acquire knowledge, as well as develop cognitive and socio-emotional skills and abilities to make a critical reading of the world (POZO; CRESPO, 2009; SENNA, 2019; TENREIRO-VIEIRA; VIEIRA, 2021). In this context, during the discipline “Updated Technological Approaches for Teaching Chemistry” of the Master's Degree in Chemistry at UFV, the Guided Reflection Process (ABELL AND BRYAN, 1997) was developed with a view to promoting several studies on the teaching of Chemistry for 21 students. The qualitative research was initiated by the students' conceptions about Science and Technology. Among the concepts expressed, the most evident was the concept of empirical-inductive and atheoretical (CACHAPUZ et al, 2005). Conceptions about the characteristics of innovative teachers were investigated, with strong agreement on characteristics such as: carrying out group work; knowing how to propose and solve problems; seeking to learn continuously; sharing knowledge and good practices. A task was requested to answer the research question: How to develop Scientific Literacy from a STSA approach for teaching Chemistry? Everyone answered the question very well, developing Didactic Sequences (SANCHEZ BLANCO et al., 1997), with different themes - Water; Energy; Batteries; Oils and Fats; Gases; Soap and Oil; Garbage; Cell Phones - using several TDIC studied during the discipline, such as: Mentimeter; Padlet; CK-12; PhET Colorado; Wordwall; C-Map Tools; Google Classroom, Forms. From the Guided Reflection Process, important skills were developed aiming at the professional development of the teacher, with autonomy, dedication, self-confidence, new visions, creativity and the ability to take risks.