Students' Regulation of Their Emotions in a Science Classroom

Autor/inn/en	Tomas, Louisa; Rigano, Donna; Ritchie, Stephen M.
Titel	Students' Regulation of Their Emotions in a Science Classroom
Quelle	In: Journal of Research in Science Teaching, 53 (2016) 2, S.234-260 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21304
Schlagwörter	Science Instruction; Grade 8; Emotional Response; Self Control; Video Technology; Natural Resources; Energy; Mining; Diaries; Interviews; Student Reaction; Case Studies; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 08; 8. Schuljahr; Schuljahr 08; Emotionales Verhalten; Selbstbeherrschung; Natural Ressource; Natürliche Ressource; Energie; Abbau; Diary; Tagebuch; Interviewing; Interviewtechnik; Schülerkritik; Case study; Fallstudie; Case Study; Ausland; Australien
Abstract	Research aimed at understanding the role of the affective domain in student learning in classrooms has undergone a recent resurgence due to the need to understand students' affective response to science instruction. In a case study of a year 8 science class in North Queensland, students worked in small groups to write, film, edit, and produce short videos about the socio-scientific issue of coal seam gas mining as part of a unit on energy. Student emotions over the course of the unit of work were recorded using emotion diaries (a self-report measure), video recordings of lessons, and end-of-project interviews. We identify trends in student emotions and analyze their relation to classroom activities using two constructs for interpreting the affective dimension of student learning: emotional energy and emotion regulation. By analyzing a salient classroom event, we report students' regulation of negative emotions like frustration and anger as they worked together to complete the video project successfully. Furthermore, we propose that emotions, particularly positive emotions, elicited by the video task and not the socio-scientific issue dominated students' experiences and perceptions of the unit. This raises questions about how students' positive emotions might be regulated effectively so that they remain focused on the intended learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01