Pub Date : 2018-06-27DOI: 10.1163/9789004377912_008
Louisa Tomas, Donna L. Rigano
The arousal of negative emotions like frustration, embarrassment, disgust, shame and even anger are commonplace in science classrooms. In spite of teachers’ best efforts to provide engaging learning experiences that stimulate students’ curiosity and interest, and evoke positive emotions like enjoyment and happiness, everyday occurrences can lead to negative experiences: a poor result on a science test, disagreements during group work, not understanding a new concept, or even sitting through a mundane lesson. In circumstances such as these, students must regulate their negative emotions so that they remain engaged and ready to learn. In this chapter, we draw upon James Gross’ (1998) process model of emotion regulation to examine the emotion regulation strategies employed by Year 8 students in two different cases, in order to manage negative emotions like frustration, anger, embarrassment and shame as they learnt about two different controversial issues in science, coal seam gas mining and assisted reproductive technology. In the first case, students intrinsically regulated negative emotions like frustration, elicited by an ongoing group work task, by thinking differently about the challenges of working collaboratively. In the second case, students employed other strategies to deal with the embarrassment they experienced during a lesson on human reproduction, like choosing to divert their attention and acknowledging that there was nothing to be embarrassed about. In this class, the science teacher also played an important role in helping some students to manage their shame, disgust, and embarrassment extrinsically. In this example, the teacher's ability to identify how her students were feeling was important. To this end, we also outline a key data source for our research and discuss its utility in the science classroom: the emotion diary, a self-report instrument for identifying students' emotions. The findings of our research highlight the different ways in which students' emotions can be elicited in the science classroom, and that when learning about controversial issues, it's not always the issue itself that elicits the strongest feelings. At the end of the chapter, we discuss the implications of our research for supporting students' emotion regulation in the science classroom, and identify avenues for further research.
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Pub Date : 2018-06-27DOI: 10.1163/9789004377912_005
Alberto Bellocchi
In this chapter I present an original study of the interplay between emotions and science inquiry in an 8th-grade science class. I address the need to research emotional learning events by focusing on third-order (introspective) rituals. Research on emotion and science inquiry is scant, making the need for work like this pressing. Through analysis of student emotion diary data during three different inquiry activities, I focus on emotional events that may work against sustained engagement with inquiry. Practical implications are considered through the development of two inter-related perspectives named pedagogy of emotion and emotional pedagogy to assist teachers and students in addressing deleterious emotions related to science inquiry.
{"title":"Negative Emotional Events During Science Inquiry","authors":"Alberto Bellocchi","doi":"10.1163/9789004377912_005","DOIUrl":"https://doi.org/10.1163/9789004377912_005","url":null,"abstract":"In this chapter I present an original study of the interplay between emotions and science inquiry in an 8th-grade science class. I address the need to research emotional learning events by focusing on third-order (introspective) rituals. Research on emotion and science inquiry is scant, making the need for work like this pressing. Through analysis of student emotion diary data during three different inquiry activities, I focus on emotional events that may work against sustained engagement with inquiry. Practical implications are considered through the development of two inter-related perspectives named pedagogy of emotion and emotional pedagogy to assist teachers and students in addressing deleterious emotions related to science inquiry.","PeriodicalId":149059,"journal":{"name":"Eventful Learning","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122239530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-27DOI: 10.1163/9789004377912_002
James P. Davis, Alberto Bellocchi
Our purpose in this chapter is to review a discerning selection of recent science education research on the topic of emotions. Within the theme of theoretical foundations, we firstly discuss the big ideas influencing this body of literature that we describe in terms of ontology, epistemology and time; emotion and embodied experience; mindfulness; expression of emotion; and, emotional energy and emotional climate. We then review the most recent of these studies to highlight the outcomes of these investigations as they relate to school classrooms or teacher education. The studies included in this overview offer a foundation for future research, and support the forthcoming chapters of this collection that document emotional events in a range of contexts and from complementary and new perspectives.
{"title":"Emotions in Learning Science","authors":"James P. Davis, Alberto Bellocchi","doi":"10.1163/9789004377912_002","DOIUrl":"https://doi.org/10.1163/9789004377912_002","url":null,"abstract":"Our purpose in this chapter is to review a discerning selection of recent science education research on the topic of emotions. Within the theme of theoretical foundations, we firstly discuss the big ideas influencing this body of literature that we describe in terms of ontology, epistemology and time; emotion and embodied experience; mindfulness; expression of emotion; and, emotional energy and emotional climate. We then review the most recent of these studies to highlight the outcomes of these investigations as they relate to school classrooms or teacher education. The studies included in this overview offer a foundation for future research, and support the forthcoming chapters of this collection that document emotional events in a range of contexts and from complementary and new perspectives.","PeriodicalId":149059,"journal":{"name":"Eventful Learning","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126308116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-27DOI: 10.1163/9789004377912_011
Alberto Bellocchi
I present new research in this chapter exploring students’ lived experiences of social bonds – social and emotional connections – in science classrooms. I extend existing research on emotional events to consider their impact on social bond status by focusing on student introspection, or third-order rituals. Drawing on reflective discussions conducted in two 10th grade science classes, my focus was to understand science students’ social bonding experiences and how they are shaped by emotional events. Key aspects of social bond status associated with emotional events are presented including vicarious emotional experiences, personal relationships versus social roles, and how teacher responses to questions may disrupt bonds. Implications for future research on social bonds, emotional events and science learning and teaching are presented.
{"title":"Lived Experiences of Social Bonds in Science Classrooms","authors":"Alberto Bellocchi","doi":"10.1163/9789004377912_011","DOIUrl":"https://doi.org/10.1163/9789004377912_011","url":null,"abstract":"I present new research in this chapter exploring students’ lived experiences of social bonds – social and emotional connections – in science classrooms. I extend existing research on emotional events to consider their impact on social bond status by focusing on student introspection, or third-order rituals. Drawing on reflective discussions conducted in two 10th grade science classes, my focus was to understand science students’ social bonding experiences and how they are shaped by emotional events. Key aspects of social bond status associated with emotional events are presented including vicarious emotional experiences, personal relationships versus social roles, and how teacher responses to questions may disrupt bonds. Implications for future research on social bonds, emotional events and science learning and teaching are presented.","PeriodicalId":149059,"journal":{"name":"Eventful Learning","volume":"350 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124318419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-27DOI: 10.1163/9789004377912_007
Louisa Tomas, Donna King, Senka Henderson, Donna L. Rigano, Maryam Sandhu
Learning science can be frustrating work, particularly in middle school, where the resolution of negative emotions like frustration is critical to empower students' successful learning and encourage positive, ongoing engagement in science. In this chapter, we examine the resolution of frustration in two case study middle school science classes. The first case explores the experiences of a Year 8 science class, and their frustration associated with completing a challenging task in a unit focused on coal seam gas mining. The second case examines the frustration experienced by a single student who struggled to understand a Year 9 chemistry topic. In both cases, the student's frustration was successfully regulated and resolved through two very different approaches adopted by their classroom teachers, which led to feelings of pride and happiness. These two cases are analysed using a model of emotion regulation, so as to understand better how these teachers' actions influenced their students’ emotions. Analyses revealed that the teachers employed different extrinsic regulation strategies that were responsive to their students' emotions and learning needs, particularly cognitive change and situation modification strategies. The findings reveal that teachers can play a very important role in supporting their students to successfully regulate their negative emotions so that learning can proceed, when it otherwise might not.
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Pub Date : 2018-06-27DOI: 10.1163/9789004377912_004
Alberto Bellocchi, James P. Davis, Donna King
In this chapter, we present an original study of the flow of emotional energy that occurs during classroom practices associated with science demonstrations. We take the view that macro-social human practices, such as learning to teach science, are grounded in the micro-social processes that take shape in classroom interactions. Drawing on interaction ritual theory and a theory of eventful learning, the focus is to understand and illustrate the way in which subtle emotions, which bubble away beneath the surface of classroom life, are just as important for understanding how one learns to be a science teacher, as more dramatic counterparts like joy. Beginning with a first order ritual in our teacher education classes, we then follow the flow of emotional energy, a steady and durable form of emotional arousal, across time and space through second-order rituals when preservice and beginning teachers enact demonstrations in their high school science teaching. Implications for future research are considered for tackling the final frontier of interaction rituals research: third order rituals.
{"title":"Science Demonstrations as Mediators of Emotional Experiences","authors":"Alberto Bellocchi, James P. Davis, Donna King","doi":"10.1163/9789004377912_004","DOIUrl":"https://doi.org/10.1163/9789004377912_004","url":null,"abstract":"In this chapter, we present an original study of the flow of emotional energy that occurs during classroom practices associated with science demonstrations. We take the view that macro-social human practices, such as learning to teach science, are grounded in the micro-social processes that take shape in classroom interactions. Drawing on interaction ritual theory and a theory of eventful learning, the focus is to understand and illustrate the way in which subtle emotions, which bubble away beneath the surface of classroom life, are just as important for understanding how one learns to be a science teacher, as more dramatic counterparts like joy. Beginning with a first order ritual in our teacher education classes, we then follow the flow of emotional energy, a steady and durable form of emotional arousal, across time and space through second-order rituals when preservice and beginning teachers enact demonstrations in their high school science teaching. Implications for future research are considered for tackling the final frontier of interaction rituals research: third order rituals.","PeriodicalId":149059,"journal":{"name":"Eventful Learning","volume":"61 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121300657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-27DOI: 10.1163/9789004377912_006
James P. Davis, Alberto Bellocchi
Historical and sociological accounts of events typically refer to abrupt macro-social changes that create discontinuity in social structures, thereby changing society. At a micro-social level of experience, events may also unfold that con-tribute to important localized change for the particular people involved. This study of a learning event is an original investigation using empirical data sourced from a secondary school science classroom. Our study adopts a micro-social perspective of events in the context of a school science lesson where emotional fluctuations form the basis for an event to be analyzed. In this sense we adopt the learning event as our unit of analysis to understand the lived experience of a student, the turning point in his learning, and the transformation of his understanding of scientific ideas, as localized structures. This study focuses on the experience of a year 9 science student during a lesson involving both online and face-to-face forms of social interaction. The learning event we analyze highlights the possible contribution of this type of analysis to understanding better, the interplay between emotion and cognition in science education contexts.
{"title":"Online and Face-to-Face Learning in Science","authors":"James P. Davis, Alberto Bellocchi","doi":"10.1163/9789004377912_006","DOIUrl":"https://doi.org/10.1163/9789004377912_006","url":null,"abstract":"Historical and sociological accounts of events typically refer to abrupt macro-social changes that create discontinuity in social structures, thereby changing society. At a micro-social level of experience, events may also unfold that con-tribute to important localized change for the particular people involved. This study of a learning event is an original investigation using empirical data sourced from a secondary school science classroom. Our study adopts a micro-social perspective of events in the context of a school science lesson where emotional fluctuations form the basis for an event to be analyzed. In this sense we adopt the learning event as our unit of analysis to understand the lived experience of a student, the turning point in his learning, and the transformation of his understanding of scientific ideas, as localized structures. This study focuses on the experience of a year 9 science student during a lesson involving both online and face-to-face forms of social interaction. The learning event we analyze highlights the possible contribution of this type of analysis to understanding better, the interplay between emotion and cognition in science education contexts.","PeriodicalId":149059,"journal":{"name":"Eventful Learning","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125124107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-27DOI: 10.1163/9789004377912_010
Donna King, Maryam Sandhu, Senka Henderson, S. Ritchie
Learning science can be an emotional experience. Recent research reveals that middle-years students experience negative emotions such as frustration and anxiety while learning science. Strategies to help students manage their emotions in science classes are emerging, but require further investigations to ascertain their effectiveness. In this study, an intervention, which adopted short deep breathing exercises to help students manage their emotions was trialled in a Year 10 science class. The aim of the study was to determine students’ emotional responses as well as the practicalities for implementing such an intervention. We conducted research using an ethnographic case study method where the teacher implemented short episodes of deep breathing exercises with students during each science lesson for seven weeks. Salient themes emerged from the analysis of video and audio files, field notes, students’ emotion diaries, 19 individual student interviews, and two teacher interviews. We present one main finding in this chapter; that is, students who experienced the negative emotions of frustration/anxiety reported that the breathing exercises changed their emotions. On the basis of this finding we suggest that teachers could use deep breathing exercises to help students experiencing negative emotions in class to ameliorate their emotions.
{"title":"Managing Emotions","authors":"Donna King, Maryam Sandhu, Senka Henderson, S. Ritchie","doi":"10.1163/9789004377912_010","DOIUrl":"https://doi.org/10.1163/9789004377912_010","url":null,"abstract":"Learning science can be an emotional experience. Recent research reveals that middle-years students experience negative emotions such as frustration and anxiety while learning science. Strategies to help students manage their emotions in science classes are emerging, but require further investigations to ascertain their effectiveness. In this study, an intervention, which adopted short deep breathing exercises to help students manage their emotions was trialled in a Year 10 science class. The aim of the study was to determine students’ emotional responses as well as the practicalities for implementing such an intervention. We conducted research using an ethnographic case study method where the teacher implemented short episodes of deep breathing exercises with students during each science lesson for seven weeks. Salient themes emerged from the analysis of video and audio files, field notes, students’ emotion diaries, 19 individual student interviews, and two teacher interviews. We present one main finding in this chapter; that is, students who experienced the negative emotions of frustration/anxiety reported that the breathing exercises changed their emotions. On the basis of this finding we suggest that teachers could use deep breathing exercises to help students experiencing negative emotions in class to ameliorate their emotions.","PeriodicalId":149059,"journal":{"name":"Eventful Learning","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131777605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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