Passive Elementary Student's Constructed Epistemic Emotions and Patterns of Participation during Small Group Scientific Modeling

Autor/inn/en	Han, Moonhyun; Gutierez, Sally B.
Titel	Passive Elementary Student's Constructed Epistemic Emotions and Patterns of Participation during Small Group Scientific Modeling
Quelle	In: Science Education, 105 (2021) 5, S.908-937 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Han, Moonhyun) ORCID (Gutierez, Sally B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21665
Schlagwörter	Elementary School Students; Science Instruction; Case Studies; Epistemology; Diaries; Emotional Response; Physiology; Student Attitudes; Video Technology; Psychological Patterns; Familiarity; Persuasive Discourse; Group Discussion; Student Participation; Lesson Plans; Social Influences; Affective Behavior; Cognitive Processes; Learning Processes + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Case study; Fallstudie; Case Study; Erkenntnistheorie; Diary; Tagebuch; Emotionales Verhalten; Physiologie; Schülerverhalten; Persuasion; Persuasive Kommunikation; Gruppendiskussion; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lesson planning; Unterrichtsplanung; Sozialer Einfluss; Affective disturbance; Active behaviour; Affektive Störung; Cognitive process; Kognitiver Prozess; Learning process; Lernprozess
Abstract	In this qualitative case study, we purposively selected a passive student in elementary science class from a small group and examined what factors contributed to her socially and momentarily construction of epistemic emotions. We used various data such as emotion diaries, transcripts of the video recordings, postlesson interviews, and field notes to document her involvement in the six lessons of the scientific modeling of the human respiratory system. Our analysis revealed that she constructed the epistemic emotions of "frustration," "anxiety," and "joy." Her nonparticipation and constructed epistemic "frustration" in Lesson 1 were because of her unfamiliarity with the task and her perception that her ideas will be rejected by others. Due to her lack of previous knowledge, that desire to engage in the small group argumentative discussions was affected by her perception that her ideas would be rejected. With slightly increased familiarity and a sense of acceptance in Lessons 2 and 3, she displayed passive participation and constructed epistemic "anxiety" because she was not certain whether her opinions were scientifically correct or not. With the uncertainty of her ideas, she was not able to develop a personal motivational drive to engage in effortful participation. Finally, she exhibited active participation and constructed epistemic "joy" in Lessons 5 and 6 when she became familiar with scientific argumentation and scientific modeling, in addition to her developed sense of full acceptance. These results indicated the intertwined relations of affective, cognitive, and social aspects of learning on student's participation and construction of epistemic emotions. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01