Subconscious Facial Expressions Used by Social Studies Teachers During History Instruction

Kübra Melis Avcu

Abstract


This study examines social studies teachers’ awareness of subconscious facial expressions during history instruction, the emotions conveyed through these mimicries, and the effects on students, focusing on classroom interaction and educational outcomes. In addition to a qualitative, phenomenological design and semi-structured interviews with 25 teachers in Malatya, the study addresses the limitations of self-report, integrates recent literature, and provides a nuanced discussion of findings. The results indicate that most teachers generally use facial expressions and gestures automatically and unconsciously; they express emotions such as excitement, sadness, pride, and surprise distinctly through facial expressions. Students' responses to teachers' facial expressions are mostly increased attention and emotional engagement. Facial expressions and gestures enhance comprehensibility, memorability, and student-teacher emotional bonds. The results, contextualized in recent educational psychology, suggest subconscious facial expressions can be a supportive tool in history instruction but must be evaluated within the boundaries of subjective teacher self-assessment.

Keywords


Subconscious facial expressions, social studies teachers, history instruction, historical literacy

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References


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DOI: https://doi.org/10.7575/aiac.ijels.v.13n.3p.46

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