"Pluto Has Been a Planet My Whole Life!" Emotions, Attitudes, and Conceptual Change in Elementary Students' Learning about Pluto's Reclassification

Autor/inn/en	Broughton, Suzanne H.; Sinatra, Gale M.; Nussbaum, E. Michael
Titel	"Pluto Has Been a Planet My Whole Life!" Emotions, Attitudes, and Conceptual Change in Elementary Students' Learning about Pluto's Reclassification
Quelle	In: Research in Science Education, 43 (2013) 2, S.529-550 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-011-9274-x
Schlagwörter	Pretests Posttests; Comparative Analysis; Student Attitudes; Concept Formation; Psychological Patterns; Attitude Change; Discussion Groups; Elementary School Students; Grade 6; Negative Attitudes; Positive Attitudes; Emotional Response; Grade 5; Science Instruction; Astronomy; Controversial Issues (Course Content); Independent Reading; Reading Assignments + Suchen Sie Ihr Suchwort? Schülerverhalten; Concept learning; Begriffsbildung; Attitudinal change; Einstellungsänderung; School year 06; 6. Schuljahr; Schuljahr 06; Negative Fixierung; Emotionales Verhalten; School year 05; 5. Schuljahr; Schuljahr 05; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Astronomie; Controversial issues; Kontroverse; Freies Lesen
Abstract	Learning about certain scientific topics has potential to spark strong emotions among students. We investigated whether emotions predicted students' attitudes after engaging in independent rereading and/or rereading plus discussion about Pluto's reclassification. Fifth and sixth grade students read a refutation text on Pluto's reclassification. Participants were randomly assigned to either the reread independently or the reread plus discussion group. Results showed that students in both groups experienced attitude change and that change was sustained over time. Students reported experiencing more negative than positive emotions at pretest. Emotions, which became more positive after intervention, were predictive of students' attitudes and attitude change. Implications for the role of emotions when learning about controversial topics are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10