Emotionally Intense Science Activities

King, Donna; Ritchie, Stephen M.; Sandhu, Maryam; Henderson, Senka

doi:10.1080/09500693.2015.1055850

Cited by 49 publications

(37 citation statements)

References 54 publications

(40 reference statements)

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“…Studies examining emotions toward science as a discipline involve the overarching goal of students developing positive feelings about science, often through “fun” or “hands‐on” activities, with an end result of student persistence in future scientific coursework and perhaps pursuing a career in a scientific field. King, Ritchie, Sandhu, and Henderson (), for example, found that students experienced emotions related to wonder and surprise during science demonstrations and happiness and joy during lab activities.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Wonder as a tool to engage preservice elementary teachers in science learning and teaching

Gilbert

Byers

2017

Science Education

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This exploratory project considers the use of wonder as a pedagogical tool with preservice elementary teachers (PSETs). An ongoing vexation facing science teacher educators is helping future elementary teachers overcome anxiety and negative associations with science due to their own school science experiences, while simultaneously encouraging innovative and ambitious teaching practice. Utilizing wonder as a pedagogical tool for emotional and aesthetic engagement with science holds promise as an entry point to connect future teachers with meaningful science content and practice. The link between wonder and science is well‐articulated by successful scientists throughout history, and yet is rarely employed explicitly within elementary or teacher education science learning contexts. Forging a pedagogy of wonder demands connection to the emotive embodiment of science as a uniquely human process that nurtures our intense need to know. This qualitative case study is an effort to better understand if utilizing pedagogy intentionally focused on wonder could impact PSETs’ perceptions of science and scientific thinking. This paper describes the key findings that emerged while utilizing pedagogy steeped in wonder with PSETs, and the degree to which engaging with wonder impacted their perceptions of science and their future science teaching. This research supports the critical role that wonder could play in changing PSETs’ relationship with science and assisting them in the development of the pedagogical courage necessary to envision possibilities beyond their past experiences.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Wonder as a tool to engage preservice elementary teachers in science learning and teaching

Gilbert

Byers

2017

Science Education

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“…At the same time, the complexity and dynamic nature of emotions in education makes this a difficult area of study (Linnenbrink‐Garcia & Pekrun, ). Some researchers have examined discrete emotions (Ainley, Corrigan, & Richardson, ; King, Ritchie, Sandhu, & Henderson, ), whereas others have focused on positive/negative affect (Boekaerts, ). Emotions may be transient, in‐the‐moment states or long‐lasting traits (Hidi & Renninger, ).…”

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confidence: 99%

Students' regulation of their emotions in a science classroom

2015

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Research aimed at understanding the role of the affective domain in student learning in classrooms has undergone a recent resurgence due to the need to understand students' affective response to science instruction. In a case study of a year 8 science class in North Queensland, students worked in small groups to write, film, edit, and produce short videos about the socio-scientific issue of coal seam gas mining as part of a unit on energy. Student emotions over the course of the unit of work were recorded using emotion diaries (a self-report measure), video recordings of lessons, and end-of-project interviews. We identify trends in student emotions and analyze their relation to classroom activities using two constructs for interpreting the affective dimension of student learning: emotional energy and emotion regulation. By analyzing a salient classroom event, we report students' regulation of negative emotions like frustration and anger as they worked together to complete the video project successfully. Furthermore, we propose that emotions, particularly positive emotions, elicited by the video task and not the socio-scientific issue dominated students' experiences and perceptions of the unit. This raises questions about how students' positive emotions might be regulated effectively so that they remain focused on the intended learning. # 2015 Wiley Periodicals, Inc. J Res Sci Teach 53: 2016

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“…Una metáfora cognitiva, señalada para los alumnos por ambos grupos de Brasil y España es la caja de sorpresas, metáfora referenciada en estudios previos (MELLADO et al, 2013b), que lleva asociada la emoción básica de la sorpresa, una emoción fundamental para el aprendizaje científico (IZQUIERDO AYMERICH, 2013;KING et al, 2015). Otro del grupo de Brasil asocia el aprendizaje con una pared en construcción en la que todos tienen que aportar.…”

Section: Discusión De Los Resultadosunclassified

Las metáforas sobre el profesor y el aprendizaje de estudiantes de Maestría de Brasil y España

Dávila

Novais

Borrachero

et al. 2017

Ciênc. educ. (Bauru)

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Resumen: Este estudio analiza las metáforas personales sobre el profesor y el aprendizaje del alumnado, en una muestra de 23 profesores del Máster de Investigación sobre la Enseñanza y el Aprendizaje de las Ciencias Experimentales, Sociales y Matemáticas de la Universidad de Extremadura (España) y 19 profesores del Máster en Enseñanza, Historia y Filosofía de las Ciencias Experimentales y Matemáticas de la Universidad Federal de ABC (Brasil). El procedimiento de recogida de datos ha sido un cuestionario abierto realizado durante el curso académico 2014/15. Para el análisis, las metáforas se encuadraron en cuatro categorías: conductistas-transmisivas, cognitivas-constructivistas, situadas y autorreferenciadas. Los resultados indican que existe bastante coherencia entre las metáforas sobre el profesor y las del aprendizaje de los estudiantes. Tanto para el grupo de Brasil como para el de España el mayor número de metáforas pertenecen a la categoría cognitiva/ constructivista. La mayoría de las emociones asociadas a las metáforas son positivas. Abstract: This study analyze the personal metaphors on the teaching and the learning of students, of a sample of 23 teachers on the Master's degree in Research on the teaching and learning of experimental, social and mathematical sciences at University of Extremadura (Spain) and 19 teachers from the Master's degree in Education, History and Philosophy on the experimental and mathematical science course at the Federal University of ABC (Brazil). The data collection procedure was an open questionnaire carried out during the academic year 2014/2015. For the analysis, metaphors were framed in the four categories: behaviorist, constructivist-cognitive, situational and self-referential. The results show that there is enough consistency between the metaphors about the teacher and the learning student. Both for the group in Brazil and Spain the largest number of metaphors belong to the category cognitive/constructivist. Most of the emotions associated with the metaphors are positive.

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Emotionally Intense Science Activities

Cited by 49 publications

References 54 publications

Wonder as a tool to engage preservice elementary teachers in science learning and teaching

Wonder as a tool to engage preservice elementary teachers in science learning and teaching

Students' regulation of their emotions in a science classroom

Las metáforas sobre el profesor y el aprendizaje de estudiantes de Maestría de Brasil y España

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