What is it about?
This article reports on emotions and emotional experiences in science education. Secondary (high-school) students reported their emotions using diaries. Their emotional expressions (facial, gestural) were also analyzed. Emotional changes took place alongside conceptual changes in students' understandings of science concepts.
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Why is it important?
This study is important because it demonstrates the importance of emotions and emotional experiences in learning science in high-school (secondary) settings. It combines student self-reported emotions with the researchers' analyses of video data to study emotional changes in a science class.
Perspectives
This study is one of perhaps very few that show connections between emotions, emotional experiences, emotional changes and students' understanding of science concepts.
Dr Alberto Bellocchi
Queensland University of Technology
Read the Original
This page is a summary of: “I Was Proud of Myself That I Didn't Give Up and I Did It”: Experiences of Pride and Triumph in Learning Science, Science Education, May 2015, Wiley,
DOI: 10.1002/sce.21159.
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