Intensity of emotional energy in situated cultural practices of science education

Davis, James P.; Bellocchi, Alberto

doi:10.1007/s11422-019-09931-0

Cited by 9 publications

(3 citation statements)

References 24 publications

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“…Research into emotions in education has been on the rise since the 1990s (Pekrun & Linnenbrink-Garcia, 2014), and a similar trend is observed in research into emotions in the science teaching field, where worth highlighting is the overall importance of the qualitative approach associated with the sociology of emotions (e.g., from recent works Davidson et al, 2020;Davis & Bellocchi, 2020;, and in particular the research into initial preparation of science teachers conducted in the Spanish-speaking educational field (e.g., Borrachero et al, 2014;Jeong et al, 2016Jeong et al, , 2019Brígido, Borrachero et al, 2013;Brígido, Couso et al, 2013).…”

Section: Emotionsmentioning

confidence: 78%

Motivation for science learning as an antecedent of emotions and engagement in preservice elementary teachers

et al. 2021

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Several variables associated with motivation toward science learning in preservice elementary teachers, such as relevance to personal goals and self‐efficacy, are important factors in preservice preparation. The main objective is to analyze the relationships of these motivational variables with the emotions of boredom and enjoyment, and with engagement in science learning. Data were obtained with a self‐report questionnaire completed by 871 preservice elementary teachers and analyzed using the structural equation model (SEM) methodology. The first step determined the adequacy of the measurement model and, in the second step, SEM showed that the variables associated with motivation for science learning significantly predicted the variance of boredom and enjoyment as 27% and 52%, respectively. The variables associated with motivation for science learning and emotions explained 67% of the variance in science learning engagement. Relevance to personal goals and self‐efficacy in science learning predicted the emotional variables. Emotional variables mediated the impact of motivational variables in science‐learning engagement. The fundamental role of emotions in motivation and science‐learning engagement in preservice elementary teachers is observed.

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Section: Emotionsmentioning

confidence: 78%

Motivation for science learning as an antecedent of emotions and engagement in preservice elementary teachers

et al. 2021

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“…Our fixation on the term "energy" was one such example. As we explored this notion from students' insights of their experiences of meditative breathing, we moved on to consider different types of energy, in particular, the concept of the intensity of emotional energy (Davis and Bellocchi, 2019). In considering energy, we subscribe to a multilogical perspective "that employs all salient knowledge systems to benefit humankind" (Tobin, 2016, p. 22).…”

Section: Transcendent Contemplationsmentioning

confidence: 99%

Cogenerating insights into the dialectics of contemplative practices in educational and lifeworld settings

Zouch

Higgins

Goodall

et al. 2021

Cult Stud of Sci Educ

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Contemplative practices are used with increasing frequency across various fields of knowledge, and increasingly so within educational settings as a means of promoting wellness and wellbeing. In this paper, we draw on qualitative data derived from primary students' experiences of meditative breathing and use them as a springboard to extrapolate meaning and cogenerate novel insights around contemplative practices. Theoretically framed within an authentic inquiry | contemplative inquiry dialectic, this approach seeks to situate the research team within the contemplative process, striving to make a difference for stakeholders. Intentionally acknowledging and drawing on our values, beliefs, and lifeworlds, this authentic inquiry | contemplative inquiry allows for the cogeneration of deep and meaningful insights. Insights coalesce around four emergent dialectics of contemplative practices: relaxed | stressed, attentive | distracted, still | energized and unbounded | constrained. Our co-constructed contemplative narrative argues that within the complex space of unbounded Lead Editor: K. Tobin. This manuscript is part of the special issue Contemplative Inquiry, Wellbeing and Science Education, guest edited by Kenneth Tobin.

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“…For example, Roth and Tobin (2010) describe student disagreement about science inquiry ideas as form of conflict, and Menekse, Purzer, and Heo (2019) describe similar processes of conflict as part of the learning practices in an engineering context. In a further study, Davis and Bellocchi (2020) describe a science inquiry project where the topic changes several times, evidencing conflict that rapidly resolves into quieter moments of shared scientific observation.…”

Section: Experiences Of Proportionality and Diversitymentioning

confidence: 99%

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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Intensity of emotional energy in situated cultural practices of science education

Cited by 9 publications

References 24 publications

Motivation for science learning as an antecedent of emotions and engagement in preservice elementary teachers

Motivation for science learning as an antecedent of emotions and engagement in preservice elementary teachers

Cogenerating insights into the dialectics of contemplative practices in educational and lifeworld settings

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

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