Beyond Cartesian Dualism

Cobern, William W.; Tobin, Kenneth; Brown-Acquay, Henry; Espinet, Mariona; Irzık, Gürol; Jegede, Olugbemiro J.; Herrera, Lilia Reyes; Rollnick, Marrisa; Sjøberg, Svein; Tuan, Hsiao-Lin; Alsop, Steve

doi:10.1007/1-4020-3808-9

Cited by 4 publications

(2 citation statements)

References 232 publications

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“…It has been pointed out that teachers' emotions affect students' emotions (Becker et al 2014) and emotions play an important role in students' learning (Morcom, 2014). Zembylas (2005) found that educators of science education in general have a hard time accepting emotions as a legitimate subject of research; however he argued that if science educators aspire to a rich understanding of science teaching, they can ill afford to leave out emotional aspects. Science teachers need to address the core issue that science learning and teaching are exploratory in nature and not just explanatory, which means allowing students to have more freedom and self-judgments that may not happen purposefully in a fact-ridden classroom.…”

Section: Introduction: the Role Of Affective Factors In The Science Classroommentioning

confidence: 99%

“…The role of teacher's emotion in science classroom has been also an area study. It has been suggested that more integrated understanding of emotion and cognition in science education would be beneficial for how we think about teaching and learning science (Zembylas 2005;Uitto et al 2018). Further, it is also found that academic emotions have largely been neglected by educational psychology, with the exception of test anxiety (Pekrun et al 2002).…”

Section: Introduction: the Role Of Affective Factors In The Science Classroommentioning

confidence: 99%

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Predicting students’ achievement in science from selected affective factors

Kaur

Vadhera

2021

SN Soc Sci

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The present study was undertaken to understand the impact of some selected affective factors on the students' achievement in science at the secondary level. Data were collected from 1134 students of class X using stratified random sampling using strata of school types, with 532 boys and 602 girls from 34 schools of Aizawl district of Mizoram, a north-eastern state of India. An attempt was done to predict the students' science achievement through affective factors. For this purpose the regression equation has been established. Linear and multiple regression analysis indicated that the selected affective factors of scientific temper, science motivation, science anxiety, and emotional stability of students accounted for some amount of variance explained in achievement in science of students both individually and in combination, however, the explained variance is significant. Results indicated that the selected affective factors explained approximately 18% of the variance in the predicted variable of student's achievement in science. Although this variance is low but indeed has a significant impact on student's achievement in science subject. Prediction of student science achievement helps the teachers develop an understanding of students' requirements for a favorable affective classroom environment. Based on these findings, conclusions can be drawn for incorporating emotional elements in science teaching and learning processes.

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Section: Introduction: the Role Of Affective Factors In The Science Classroommentioning

confidence: 99%

Section: Introduction: the Role Of Affective Factors In The Science Classroommentioning

confidence: 99%

Predicting students’ achievement in science from selected affective factors

Kaur

Vadhera

2021

SN Soc Sci

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Assessment Reform in Science

Yung¹

2006

Science &Amp; Technology Education Library

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All Rights Reserved © 2006 Springer. No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.

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Learning Science through the Arts: The Theory and the Educational Possibilities

Stivaktakis¹,

Eva²

2018

JAER

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Abstract:The primary purpose of this paper is to highlight the crucial importance of integrating art with science. To do so the paper provides a justification of the inclusion of the arts in the science curriculum, by drawing extensively on both theoretical and empirical work. Thus the paper discusses both the epistemological rationale and the pedagogical rationale behind the integration of art and science. It then provides concrete examples as teaching/learning possibilities with regard to the teaching and learning of science through the arts. The paper makes it quite clear that the inclusion of the arts in the science curriculum can be justified on both epistemological and pedagogical grounds and not simply because the inclusion of the arts makes science learning interesting.

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Beyond Cartesian Dualism

Cited by 4 publications

References 232 publications

Predicting students’ achievement in science from selected affective factors

Predicting students’ achievement in science from selected affective factors

Assessment Reform in Science

Learning Science through the Arts: The Theory and the Educational Possibilities

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