Encountering Science Education's Capacity to Affect and Be Affected

Autor/in	Alsop, Steve
Titel	Encountering Science Education's Capacity to Affect and Be Affected
Quelle	In: Cultural Studies of Science Education, 11 (2016) 3, S.551-565 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-015-9692-6
Schlagwörter	Stellungnahme; Science Education; Affective Behavior; Theories; Technology; Teaching Methods; Reader Response + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Affective disturbance; Active behaviour; Affektive Störung; Theory; Theorie; Technologie; Teaching method; Lehrmethode; Unterrichtsmethode; Leserbrief
Abstract	What might science education learn from the recent affective turn in the humanities and social sciences? Framed as a response to Michalinos Zembylas's article, this essay draws from selected theorizing in affect theory, science education and science and technology studies, in pursuit of diverse and productive ways to talk of affect within science education. These discussions are framed by desires to transcend traditional epistemic boundaries and practices. The article concludes offering some associated ambiguities and tensions involved. [This review essay addresses issues raised in Michalinos Zembylas's paper entitled: "Making sense of the complex entanglement between emotion and pedagogy: contributions of the affective turn" (EJ1111437).] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01