The role of emotion during learning encounters in science teacher education is underresearched and under-theorized. In this case study, we explore the emotional climates (ECs), that is, the collective states of emotional arousal, of a preservice secondary science education class to illuminate practice for producing and reproducing high quality learning experiences for preservice science teachers. Theories related to the sociology of emotions informed our analyses from data sources such as preservice teachers' perceptions of the EC of their class, emotional facial expressions, classroom conversations, and cogenerative dialogue. The major outcome from our analyses was that even though preservice teachers reported high positive EC during the professor's science demonstrations, they also valued the professor's in the moment reflections on her teaching that were associated with low EC ratings. We co-relate EC data and preservice teachers' comments during cogenerative dialogue to expand our understanding of high quality experiences and EC in science teacher education. Our study also contributes refinements to research perspectives on EC.Despite a longstanding interest in research on the effectiveness of science-teacher education programs (e.g., James, 1971), few studies have investigated the synergy between emotions, emotional climate (EC), and the quality of science teacher education in university classes. Briefly, EC refers to the collective experience of emotional arousal that develops among groups of people. James' (1971) work provides one example of early interest on the role of general affective states (i.e., attitudes) in preservice science teacher education. Her study explored whether three different supervisory models used in conjunction with practicum had any effect on preservice science teachers' attitudes toward a desirable teaching strategy (i.e., an inductive-indirect teaching technique). Relationships between teacher attitudes and the teaching technique were established through statistical analyses of pre-and post-test data from questionnaires. The group of teachers who received traditional visits from a university supervisor supplemented by self-evaluation sessions using video data of their teaching showed the largest change toward the desired teaching

Teachers often have difficulty implementing inquiry-based activities, leading to the arousal of negative emotions. In this multicase study of beginning physics teachers in Australia, we were interested in the extent to which their expectations were realized and how their classroom experiences while implementing extended experimental investigations (EEIs) produced emotional states that mediated their teaching practices. Against rhetoric of fear expressed by their senior colleagues, three of the four teachers were surprised by the positive outcomes from their supervision of EEIs for the first time. Two of these teachers experienced high intensity positive emotions in response to their students' success. When student actions / outcomes did not meet their teachers' expectations, frustration, anger, and disappointment were experienced by the teachers, as predicted by a sociological theory of human emotions (Turner, 2007). Over the course of the EEI projects, the teachers' practices changed along with their emotional states and their students' achievements. We account for similarities and differences in the teachers' emotional experiences in terms of context, prior experience, and expectations. The findings from this study provide insights into effective supervision practices that can be used to inform new and experienced teachers alike.

Science activities that evoke positive emotional responses make a difference to students' emotional experience of science. In this study, we explored 8 th Grade students' discrete emotions expressed during science activities in a unit on Energy. Multiple data sources including classroom videos, interviews and emotion diaries completed at the end of each lesson were analyzed to identify individual student's emotions. Results from two representative students are presented as case studies. Using a theoretical perspective drawn from theories of emotions founded in sociology, two assertions emerged. Firstly, during the demonstration activity students experienced the emotions of wonder and surprise; secondly, during a laboratory activity students experienced the intense positive emotions of happiness/joy. Characteristics of these activities that contributed to students' positive experiences are highlighted. The study found that choosing activities that evoked strong positive emotional experiences, focused students' attention on the phenomenon they were learning, and the activities were recalled positively. Furthermore, such positive experiences may contribute to students' interest and engagement in science and longerterm memorability. Finally, implications for science teachers and pre-service teacher education are suggested.

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Success in discovering bioactive peptide mimetics is often limited by the difficulties in correctly transposing known binding elements of the active peptide onto a small and metabolically more stable scaffold while maintaining bioactivity. Here we describe a scanning approach using a library of pyranose-based peptidomimetics that is structurally diverse in a systematic manner, designed to cover all possible conformations of tripeptide motifs containing two aromatic groups and one positive charge. Structural diversity was achieved by efficient selection of various chemoforms, characterized by a choice of pyranose scaffold of defined chirality and substitution pattern. A systematic scanning library of 490 compounds was thus designed, produced, and screened in vitro for activity at the somatostatin (sst(1-5)) and melanin-concentrating hormone (MCH(1)) receptors. Bioactive compounds were found for each target, with specific chemoform preferences identified in each case, which can be used to guide follow-on drug discovery projects without the need for scaffold hopping.