How Emotions Shape the Relationship between a Chemistry Teacher and Her High School Students

Autor/inn/en	Maria, Flavia; dos Santos, Teixeira; 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.1095-1110 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Ethnography; Chemistry; Teacher Student Relationship; Secondary School Teachers; High School Students; Science Teachers; Science Instruction; Emotional Response; Interaction; Affective Behavior; Classroom Environment; Foreign Countries; Brazil + Suchen Sie Ihr Suchwort? Ethnografie; Chemie; Teacher student relationships; Lehrer-Schüler-Beziehung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Emotionales Verhalten; Interaktion; Affective disturbance; Active behaviour; Affektive Störung; Klassenklima; Unterrichtsklima; Ausland; Brasilien
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. (Contains 3 figures and 2 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10