What is it about?
This paper examines middle years students' emotions as they learn introductory chemistry concepts.
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Why is it important?
Students disengage from science in the middle years. This paper examines emotions such as frustration and anxiety and how they can be overcome for improved student outcomes.
Perspectives
This paper is original and gives new insights into how students feel when they grapple with new concepts in science. It is relevant for teachers and researchers interested in middle years science.
Donna King
Queensland University of Technology
Read the Original
This page is a summary of: Temporality of Emotion: Antecedent and Successive Variants of Frustration When Learning Chemistry, Science Education, May 2017, Wiley,
DOI: 10.1002/sce.21277.
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