Engaging in Science: A Feeling for the Discipline

Autor/inn/en	Jaber, Lama Z.; Hammer, David
Titel	Engaging in Science: A Feeling for the Discipline
Quelle	In: Journal of the Learning Sciences, 25 (2016) 2, S.156-202 (47 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2015.1088441
Schlagwörter	Science Education; Intermediate Grades; Middle School Students; Science Interests; Learning Motivation; Learner Engagement; Epistemology; Case Studies; Psychological Patterns; Qualitative Research; Video Technology; Classroom Observation Techniques; Discourse Analysis; Affective Behavior; Science Projects; Interviews + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Mittelstufe; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Motivation for studies; Lernmotivation; Erkenntnistheorie; Case study; Fallstudie; Case Study; Qualitative Forschung; Diskursanalyse; Affective disturbance; Active behaviour; Affektive Störung; Science; Project; Wissenschaft; Projekt; Interviewing; Interviewtechnik
Abstract	Most accounts of affect and motivation in the science education literature have discussed them as relevant to, but distinct from, disciplinary pursuits. These include Pintrich's seminal work on affective and motivational factors in learning science (P. R. Pintrich, 1999, 2003; P. R. Pintrich & E. De Groot, 1990; P. R. Pintrich, R. W. Marx, & R. A. Boyle, 1993). Our purpose here is to build on those ideas, drawing as well on accounts of scientists' practices (e.g., H. E. Gruber, 1974; E. F. Keller, 1983) and of students' taking up of disciplinary pursuits (R. A. Engle & F. R. Conant, 2002; R. Lehrer, 2009; M. Scardamalia & C. Bereiter, 1991, 2006) to propose that affect and motivation are inherent in the disciplinary practices of science. Thus, we introduce notions of "epistemic" affect and "epistemic" motivation, and we illustrate how these are evident in a case study of a student we have followed from 4th to 7th grade. We consider how this perspective aligns with and contributes to research on interest (e.g., S. Hidi, 2006; S. Hidi, K. A. Renninger, & A. Krapp, 2004; C. Sansone, 2009), and we discuss implications for research and instruction in science education. We argue that part of what should happen in the science class is to cultivate students' feelings and motivations within the discipline. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01