Eventful Learning

Ritchie, Stephen M.; Tobin, Kenneth

doi:10.1163/9789004377912

Cited by 24 publications

(32 citation statements)

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“…This paper makes important contributions to studies of emotion in STEM education. Firstly, our study extends the field of emotions in STEM education research beyond self-report forms of research design to explore different conceptualizations and understandings of emotive experiences as observable social phenomena in STEM classrooms (Ritchie and Tobin, 2018). This was achieved with a social, phenomenological orientation to explore emotive experiences that may not be noticed by people in the experience (Davis, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…To guide our study of emotive experiences, we adopt in our conceptual framing a novel sociological concept of emotional energy (EE), developed previously in science education contexts (cf. Ritchie and Tobin, 2018). We will apply this sociological approach to explore harmony and uniformity alongside EE.…”

Section: Emotive Experiences and Emotional Energymentioning

confidence: 99%

“…To explore taken-for-granted emotive experiences, we focus on micro-social and micro-cultural practices of teaching and learning during a student-centered STEM inquiry project. By micro-social, we are referring to the moment-to-moment social interactions comprising of individual and collective gestures, facial actions, verbal utterances, conversation, and silences (Ritchie and Tobin, 2018). It is through such interactions that people make sense of the localized social reality in which they are located by co-producing cultural symbols and social structures such as shared ideas in STEM (Roth, Lee, and Hwang, 2008).…”

Section: Introductionmentioning

confidence: 99%

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Uniformity, diversity, harmony, and emotional energy in a Chinese STEM classroom

Davis

Tang

et al. 2020

IJ STEM Ed

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Background: Understanding cultural diversity in STEM education is important for inclusivity and teaching STEM literacy for all. We explore diversity at a micro-cultural classroom level involving students' emotional experiences and interactional practices as they engage with learning, which has received limited attention in naturalistic studies of STEM education, especially in East Asian cultures. In this study, we explore emotional experiences of students during a guided inquiry lesson in a Chinese primary school using an interpretive methodology informed by concepts of emotional energy, uniformity, and harmony. Emotional energy is an individual and collective experience of togetherness and solidarity emerging from successful social interaction. Uniformity and harmony are emotion-related concepts experienced in Confucian heritage cultures. The aims of this study are to explore Chinese students' emotional experiences during a STEM inquiry lesson and to refine the conceptualization of emotional energy from Confucian cultural perspectives. Results: In a STEM inquiry, context knowledge about micro-cultural diversity and the interplay between Chinese emotional experiences and engagement with ideas are explored. Notions of uniformity and harmony are described through cultural practices as they relate to emotional energy. The study contributes to understanding the diversity of emotional energy as a student experience and social form of engagement, during a STEM inquiry activity in a Confucian heritage context. Conclusions: This study contributes to understandings of student experiences of uniformity, harmony, and variations to intensity of emotional energy during learning via STEM inquiry. Modifications to the conceptualization of emotional energy in STEM education are indicated. Our findings inform an understanding of student emotive experiences of STEM education in East Asian and multi-cultural education systems internationally.

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Section: Discussionmentioning

confidence: 99%

Section: Emotive Experiences and Emotional Energymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Uniformity, diversity, harmony, and emotional energy in a Chinese STEM classroom

Davis

Tang

et al. 2020

IJ STEM Ed

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“…Among East and Southeast Asian countries, Malaysia has the highest rate of overweight and obese individuals ( Fig. 1 ) [ 72 , 73 ]. Inspection of Fig.…”

Section: Malaysia: An Illustrative Example Of the Intricate Relationsmentioning

confidence: 99%

“…BMI is an individual’s weight (in kilograms) divided by height (in meters) squared. Graphs were derived from data from Our World in Data “ https://ourworldindata.org/obesity ”; obesity by “ https://ourworldindata.org/team ”; Hannah Ritchie and Max Roser, used under “ https://creativecommons.org/licenses/by/4.0/ ”; CC BY 4.0 [ 73 ].…”

Section: Figmentioning

confidence: 99%

Genetic and Environmental Factors Contributing to Visceral Adiposity in Asian Populations

Williams¹,

Periasamy²

2020

Endocrinol Metab

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Obesity-associated metabolic illnesses are increasing at an alarming rate in Asian countries. A common feature observed in the Asian population is a higher incidence of abdominal obesity—the “skinny-fat” Asian syndrome. In this review, we critically evaluate the relative roles of genetics and environmental factors on fat distribution in Asian populations. While there is an upward trend in obesity among most Asian countries, it appears particularly conspicuous in Malaysia. We propose a novel theory, the Malaysian gene-environment multiplier hypothesis, which explains how ancestral variations in feast-and-famine cycles contribute to inherited genetic predispositions that, when acted on by modern-day stressors—most notably, urbanization, westernization, lifestyle changes, dietary transitions, cultural pressures, and stress—contribute to increased visceral adiposity in Asian populations. At present, the major determinants contributing to visceral adiposity in Asians are far from conclusive, but we seek to highlight critical areas for further research.

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As human societies urbanize, so does ecology; taxonomic, geographic, and other research trends in urban vertebrate ecology

Rainey,

Schneider,

Pakula

et al. 2024

Ecology and Evolution

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The threat to biodiversity posed by urban expansion is well researched and supported. Since the late 1990s, the field of urban ecology has been expanding along with the developed landscapes it studies. Past reviews have shown unequal publication rates in urban ecology literature for taxonomic groups and research locations. Herein, we explore differences in the publication rate of urban studies by vertebrate groups, but also expand on previous investigations by broadening the scope of the literature searched, exploring trends in subtopics within the urban wildlife literature, identifying geographic patterns of such publications, and comparing the rate at which non‐native and threatened and endangered species are studied in urban settings. We used linear and segmented regression to assess publication rates and Fisher's exact tests for comparisons between groups. All vertebrate groups show an increasing proportion of urban studies through time, with urban avian studies accelerating most sharply and herpetofauna appearing to be understudied. Non‐native mammals are more studied than non‐native birds, and threatened and endangered herpetofauna and mammals are more likely to be studied than threatened and endangered birds in urban areas. The plurality of urban wildlife studies are found in North America, while there is a dearth of studies from Africa, Asia, and South America. Our results can help inform decisions of urban ecologists on how to better fill in knowledge gaps and bring a greater degree of equity into the field.

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Eventful Learning

Cited by 24 publications

References 0 publications

Uniformity, diversity, harmony, and emotional energy in a Chinese STEM classroom

Uniformity, diversity, harmony, and emotional energy in a Chinese STEM classroom

Genetic and Environmental Factors Contributing to Visceral Adiposity in Asian Populations

As human societies urbanize, so does ecology; taxonomic, geographic, and other research trends in urban vertebrate ecology

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