Share Paper: Emotional Teaching Strategies in Japanese Technology Education

  1. Ryo Sakaba, Graduate School of Education, Ibaraki University, Japan
  2. Takashi Usuzaka, College of education, Ibaraki University, Japan

Abstract: This study aimed to examine the impacts that emotional teaching strategies that provokes negative emotions may have after a one-week oblivion period on Japanese university students’ memory retention related to a common teaching strategy in technology education. Participants were divided into an experiment group and a control group. In the experiment, an emotional survey was applied in the experiment group after watching two movies that should provoke emotions on them. Afterwards, a comprehension survey was applied twice to both groups - the second being applied after a one-week oblivion period - and a recall survey was also conducted. The results ...