“I Was Proud of Myself That I Didn't Give Up and I Did It”: Experiences of Pride and Triumph in Learning Science

Abstract

The role that specific emotions, such as pride and triumph, play during instruction in science education is an under-researched field of study. Emotions are recognized as central to learning yet little is known about the way in which they are produced in naturalistic settings, how emotions relate to classroom learning during interactions, and what antecedent factors are associated with emotional experiences during instruction. Data sources for the study include emotion diaries, student written artifacts, video recordings of class interactions, and interviews. Emotions produced in the moment during classroom interactions are analyzed from video data and audio data through a novel theoretical framework related to the sociology of human emotions. These direct observations are compared with students' recollected emotional experiences reported through emotion diaries and interviews. The study establishes links between pride and triumph within classroom interactions and instructional tasks during learning episodes in a naturalistic setting. We discuss particular classroom activities that are associated with justified feelings of pride and triumph. More specifically, classroom events associated with these emotions were related to understanding science concepts, social interactions, and achieving success on challenging tasks.

Facial micro‐expression states as an indicator for conceptual change in students' understanding of air pressure and boiling points

“…In addition, it has been known that emotions are closely related to learning (Bellocchi & Ritchie, ; Chen et al, ; Pekrun et al, ). It was also argued that emotions may influence how learners perceive, interpret or act on information (McConnell & Eva, ).…”

“…This corresponds with an existing study where it was found that when students were faced with concepts that contradict their existing understanding, negative emotions would arise. These negative emotions, however, would be transformed into positive ones as students' scientific understandings change (Bellocchi & Ritchie, ). Yet, it must also be noted that while cognitive conflicts and emotions are related to facial expressions, facial expression by itself does not always represent the true emotions of the person (Ekman, ) and consequently, his/her emotional changes or cognitive conflicts.…”

“…Yet, conceptual change is far from a guarantee, even in conceptual conflict based instructions (Kang, Scharmann, Kang, & Noh, ). A variety of factors can influence learning outcomes and learners' emotions are one of the major factors (Bellocchi & Ritchie, ; Chen et al, ; Chiu, Yu, Liaw, & Lin, ; Liaw, Chiu, & Chou, ; Pekrun, Goetz, Titz, & Perry, ).…”

Students' regulation of their emotions in a science classroom

“…Quantitative approaches have utilized modeling and statistical analyses (e.g., MacCann, Fogarty, Zeidner, & Roberts, 2011). In-line with Pekrun and Linnenbrink-Garcia's (2014) assertion that the study of emotions calls for a "multimethod paradigm" (p. 664), Ritchie et al (2016) have developed a suite of methods for identifying discrete emotions experienced by teachers and students, including qualitative video and audio analyses, that provide opportunities for detailed microanalyses of critical events in education settings (see also, Bellocchi & Ritchie, 2015).…”

Las emociones según el género, en el aprendizaje de la Tecnología del alumnado de primer curso de Educación Secundaria Obligatoria

“…Para ello, será necesario que todos participen en cada una de las actividades combinando el trabajo individual y cooperativo, favoreciendo la interacción profesorestudiante y estudiante-estudiante (Bellocchi y Ritchie, 2015;Fraser y Tobin, 1989;Jeong, González y Cañada, 2016;King, Ritchie, Sandhu, Henderson y Boland, 2017), ya que el objetivo fundamental de esta práctica es que todos los alumnos y especialmente las alumnas se familiaricen con las diferentes herramientas y aprendan a usarlas. Todo ello con objeto de que el día que tengan que usarlas para realizar una práctica no se pongan nerviosas.…”