Objectivity, subjectivity, and emotion in school science inquiry

Davis, James P.; Bellocchi, Alberto

doi:10.1002/tea.21461

Cited by 33 publications

(35 citation statements)

References 54 publications

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“…Such unplanned, self-coordinated restraint evidences mutual alignment both physically and in terms of the idea of self-restraint without the need for any overt conversation to act in this way (cf. Davis and Bellocchi, 2018).…”

Section: Emotive Experiences and Emotional Energymentioning

confidence: 99%

“…A prominent example of the culturally embedded, taken-for-granted quality of emotion in STEM education is a recent study of the emotional experiences involved in the production of objectivity in a school science inquiry (Davis and Bellocchi, 2018). That study explored the interplay between emotive experiences and practices associated with the formation of scientific objectivity.…”

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: Emotive Experiences and Emotional Energymentioning

confidence: 99%

Section: Introductionmentioning

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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“…Having established endogenous meaning that emerges from situated actions (i.e., bracketing formal accounts), formal accounts such as theory of emotion management and social bonds are brought into dialogue with the previous descriptions of social practices. In section 4, this is represented in analytic statements, which always present first the ethnomethodological analysis before interpretive microsociological analysis is introduced as adopted in previous science education research (Davis & Bellocchi, ). In the linear structure of journals articles, this is the most effective way of illustrating the stages of analysis undertaken.…”

Section: Science Teaching Contextmentioning

confidence: 99%

“…Question 1 provided initial impetus for the study, leading to the generation of question 2 as initial data analyses were completed. To expand upon existing science education research on emotion management focusing on individual cognitive perspectives (Tomas, King, Henderson, Rigano, & Sandhu, ; Tomas & Rigano, ; Zembylas, , ), and the limited studies of social bonds (Alexakos et al, ; Bellocchi, ; Bellocchi et al, ), a novel methodology that focuses on social practices (Bellocchi, , ; Davis, ; Davis & Bellocchi, ; Liberman, ) was implemented. This methodology was reflected in the structure of the research questions which focused on how emotion management was enacted and how it was associated with social bonds during classroom lived experiences (cf.…”

Section: Introductionmentioning

confidence: 99%

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Early career science teacher experiences of social bonds and emotion management

Bellocchi

2018

J Res Sci Teach

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High demand for suitably qualified, high-quality science teachers is undermined by elevated teacher burnout/attrition rates within the early years of teaching. Effective emotion management can alleviate feelings of burnout and is also linked theoretically to sustaining positive social bonds. Scant attention has been directed at the importance of emotion management and social bonds in science education research. This study presents a methodology for studying emotion management and social bonds, delivering novel outcomes that elucidate how these two phenomena are interrelated. Video recordings of classroom interactions and reflective accounts in an early-career science teacher's ninth grade class were analyzed through a combination of ethnomethodology and interpretive techniques. Situated actions that constitute emotion management at the classroom level impacted the status of bonds between the teacher and one of his students, ultimately leading to a breakdown in their relationship. Results of the study detail how social actions of numerous students and the teacher led to the co-construction of emotion management and how this impacted social bonds. Theoretical and practical insights about the co-constructed nature of emotion management and social bonds present novel perspectives that can help to avoid pathologizing the actions of individual students and teachers for sustaining positive social bonds. Implications for science teaching and teacher education are offered. Study outcomes extend previous perspectives on emotion management in science

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Motivation to learn science, emotions in science classes, and engagement towards science studies in Chilean and Spanish compulsory secondary education students

et al. 2023

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Important factors in learning science include motivational variables (relevance of science learning for personal goals, self‐efficacy for learning science, and interest in a scientific career), emotional variables (boredom and enjoyment in science classes), and engagement variables (vigor, dedication, and absorption towards science studies). Data from 3034 Chilean and Spanish compulsory secondary education students was used to study the relationships between these variables, by means of a self‐report questionnaire analyzed using structural equation modeling (SEM). The model, tested for goodness of fit, showed that motivational variables predict emotions in science classes and explained 43% of boredom variance and 67% of enjoyment variance. Motivational and emotional variables explained the 73% variance in engagement toward science studies. Also seen is the essential role played by emotions that mediate between motivational variables in science learning and engagement towards science studies. When promoting engagement towards science studies, these results can be used to increase relevance of science learning to personal goals, self‐efficacy for learning science, and interest in a scientific career, besides reducing boredom, increasing enjoyment in science classes, and enhancing engagement towards science studies.

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Objectivity, subjectivity, and emotion in school science inquiry

Abstract: K E Y W O R D S emotion, objectivity, science inquiry, scientific practices, subjectivity J Res Sci Teach. 2018;1-29. wileyonlinelibrary.com/journal/tea V C 2018 Wiley Periodicals, Inc. | 1

Cited by 33 publications

References 54 publications

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

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

Early career science teacher experiences of social bonds and emotion management

Motivation to learn science, emotions in science classes, and engagement towards science studies in Chilean and Spanish compulsory secondary education students

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