Linking Experiences with Emotions and the Development of Interpretive Repertoires

Autor/in	McRae, Norah I.
Titel	Linking Experiences with Emotions and the Development of Interpretive Repertoires
Quelle	In: Cultural Studies of Science Education, 5 (2010) 1, S.181-189 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-009-9226-1
Schlagwörter	Interviews; Transcripts (Written Records); Discourse Analysis; Teacher Student Relationship; Science Teachers; Science Instruction; Student Attitudes; Religion; Sciences; Beliefs; Scientific Concepts; Epistemology; Learning Processes; Religious Factors; Role of Religion; World Views; Scientific Enterprise; Science Education; Controversial Issues (Course Content); Educational Environment; High School Students; Moral Values; Emotional Development; Student Experience + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Diskursanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Belief; Glaube; Erkenntnistheorie; Learning process; Lernprozess; World view; Weltanschauung; Naturwissenschaftliche Bildung; Controversial issues; Kontroverse; Lernumgebung; Pädagogische Umwelt; Schulumwelt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Moral value; Ethischer Wert; Gefühlsbildung; Studienerfahrung
Abstract	In this paper I consider the case of one student, Todd Alexander, through analyzing the transcripts of his interviews between him and his teacher (Wolff-Michael Roth). I examine the role that emotions play in the development of the interpretive repertoires that Todd employed as he talked about his scientific and his religious beliefs. I identify how lived experiences support the development of emotions and what educational conditions are necessary to allow for appropriate lived experiences. In so doing we might be able to support educational conditions that result in interpretive repertoires that allow for acceptance of multiple perspectives with a moral grounding, leading to students who are well positioned to be valuable contributors to society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10