New Perspectives in Science Education
Balancing Emotions and Science: Insights from the POEMS Project
Cintia Colibaba, University of Life Sciences Iasi (Romania)
Irina Gheorghiu, Albert Ludwigs Freiburg University (Germany)
Ioan Juncu, EuroEd Foundation & EuroEd Highschool Iasi (Romania)
Gabriela Pascal, EuroEd Foundation & EuroEd Highschool Iasi (Romania)
Emil Petre Juverdeanu, EuroEd Foundation & EuroEd Highschool Iasi (Romania)
Stefan Colibaba, Al. I. Cuza University (Romania)
Abstract
The study is based on the POEMS project (Promoting Emotional Intelligence at School) and explores a new approach to integrating emotional engagement in science education. This addresses the challenge of balancing academic rigour with emotional impact. By incorporating stories, hands-on learning, and emotional awareness into science teaching, the project addresses the challenge of balancing academic rigour with emotional impact. Findings indicate that incorporating emotional elements enhances student motivation, engagement, understanding, and retention. The project
approach reimagines science not just as a list of facts, but as an active, socially meaningful activity. According to the POEMS project, addressing students' emotional needs can make science classes more welcoming and inspiring places where students' natural curiosity grows and obstacles to learning are lowered. The article also considers future directions, including the potential for technological integration, such as AI, and ways to adapt traditional science teaching models to include Poems emotional strategies. Emphasizing emotional intelligence as integral to scientific literacy, the findings advocate for a change in science education - one that values emotional engagement as essential to fostering understanding and inspiring lifelong learning. Ultimately, the POEMS project highlights the critical role of emotions in cultivating scientifically literate, empathetic individuals capable of addressing complex societal challenges. This approach calls educators and stakeholders to incorporate emotional considerations into teaching practices, transforming science education into a more engaging, effective, and human-centered experience.
Keywords: emotional engagement, science, technological integration, teaching practices
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