Table 5.

Questionnaire Description about Self-efficacy(SE), Attitude(AT), and emotion(EM) items.

Affective domain	Items
Self-efficacy toward mathematics, science and FCL	SE1. I understand math/science concepts well enough to teach math/science at the lower educational levels.
	SE2. I will usually be able to answer students' math/science questions.
	SE3. When I put all my efforts, I will succeed in teaching math/science as well as I would in other subjects.
	SE4. I believe I have the necessary skills to teach math/science.
	SE5. Math/science is useful for solving everyday problems.
	SE6. It is important to know math/science to get a good job.
	SE7. I know the steps necessary to teach math/science effectively.
	SE8. I encounter difficulties when trying to explain a mathematical/scientific concept.
	SE9. The use of motivating teaching spaces is essential to achieve good learning results.
	SE10. I know how to work in the FCL.
Attitude toward FCL	AT1. I prefer a FCL to a traditional theory class to teach math and science content.
	AT2. I prefer a FCL to a traditional lab session to teach math and science content.
	AT3. Working on the contents of several subjects simultaneously favors learning.
	AT4. Working in a FCL type environment enhances creativity in students.
	AT5. Working in a FCL type environment improves student collaboration.
Emotion toward the intervention	EM1. Joy
	EM2. Satisfaction
	EM3. Enthusiasm
	EM4. Fun
	EM5. Trust
	EM6. Hope
	EM7. Pride
	EM8. Uncertainty
	EM9. Nervousness
	EM10. Concern
	EM11. Frustration
	EM12. Boredom
	EM13. Fear
	EM14. Anxiety