Emotionally Intense Science Activities

Autor/inn/en	King, Donna; Ritchie, Stephen; Sandhu, Maryam; Henderson, Senka
Titel	Emotionally Intense Science Activities
Quelle	In: International Journal of Science Education, 37 (2015) 12, S.1886-1914 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1055850
Schlagwörter	Science Instruction; Science Activities; Emotional Response; Grade 8; Energy; Video Technology; Interviews; Diaries; Student Attitudes; Student Reaction; Case Studies; Science Laboratories; Demonstrations (Educational); Ethnography; Foreign Countries; Middle School Students; Australia + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Emotionales Verhalten; School year 08; 8. Schuljahr; Schuljahr 08; Energie; Interviewing; Interviewtechnik; Diary; Tagebuch; Schülerverhalten; Schülerkritik; Case study; Fallstudie; Case Study; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Ethnografie; Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Australien
Abstract	Science activities that evoke positive emotional responses make a difference to students' emotional experience of science. In this study, we explored 8th Grade students' discrete emotions expressed during science activities in a unit on Energy. Multiple data sources including classroom videos, interviews and emotion diaries completed at the end of each lesson were analysed to identify individual student's emotions. Results from two representative students are presented as case studies. Using a theoretical perspective drawn from theories of emotions founded in sociology, two assertions emerged. First, during the demonstration activity, students experienced the emotions of wonder and surprise; second, during a laboratory activity, students experienced the intense positive emotions of happiness/joy. Characteristics of these activities that contributed to students' positive experiences are highlighted. The study found that choosing activities that evoked strong positive emotional experiences, focused students' attention on the phenomenon they were learning, and the activities were recalled positively. Furthermore, such positive experiences may contribute to students' interest and engagement in science and longer term memorability. Finally, implications for science teachers and pre-service teacher education are suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01