How emotions shape the relationship between a chemistry teacher and her high school students.

Autor/inn/en	Maria, Flávia; Santos, Teixeira dos; Mortimer, Eduardo Fleury
Titel	How emotions shape the relationship between a chemistry teacher and her high school students.
Quelle	In: International journal of science education, 25 (2003) 9, S. 1095-1110Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0950-0693; 1464-5289
DOI	10.1080/0950069032000052216
Schlagwörter	Empirische Untersuchung; Emotion; Sekundarstufe II; Lehrer; Interaktion; Didaktik; Wechselbeziehung; Chemieunterricht; Befindlichkeit
Abstract	In this article we analyse the interaction between a high school chemistry teacher and her students from two different classes, emphasizing how emotions, affects and feelings contributed to, or obstructed, the dynamic of interactions. The data come from an ethnographic research approach and include videotapes of the lessons, interviews and field notes. Using the distinction introduced by Damasio between primary and secondary emotions, and between emotions and feelings, we describe how the background feelings emerged in different ways in the two classrooms. In class B, the relationships were constructed in a friendly way from the very beginning. The positive emotions that contributed to raising positive background feelings occurred in a high number and frequency. In class A, the picture was completely different, with a higher number and frequency of negative emotions. Thus, emotions and background feelings that were constructed differently in each classroom were at the heart of the different outcomes in terms of attitudes towards chemistry that arose in the two classrooms. In the paper, we also discuss the implication of this kind of analysis for science teaching generally.
Erfasst von	Lehrstuhl Didaktik der Physik, Ludwig-Maximilians-Universität München
Update	2005/2