Tomas, Louisa, and Ritchie, Stephen (2011) "It made me proud": positive emotional responses to hybridised writing about a socioscientific issue. In: Proceedings of the Biannual conference of the European Science Education Research Association. pp. 1-4. From: Biannual conference of the European Science Education Research Association, 5-9 September 2011, Lyon, France.

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Abstract

In order to understand better the role of affect in learning about socioscientific issues (SSI), this mixed methods study investigated Year 12 students' emotional arousal as they participated in an online writing-to-learn science project about the socioscientific issue of biosecurity. Students wrote a series of hybridised scientific narratives, or BioStories, that integrate scientific information about biosecurity with narrative storylines, and uploaded these to a dedicated website. Data analysis revealed that pride, strength, determination, interest and alertness were among the positive emotions most strongly elicited by the project. These emotions reflected students' interest in learning about a new SSI, and their enhanced feelings of self-efficacy in successfully writing hybridised scientific narratives in science. At the same time, this study also highlights the need for further research into students' emotional responses to SSI activities as they unfold, in order to capture students' emotions as they are experienced at particular moments in time.

Item ID:	18950
Item Type:	Conference Item (Presentation)
Keywords:	emotions, hybridised writing, socioscientific issues, writing-for-learning
Date Deposited:	08 Dec 2011 23:02
FoR Codes:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 100%
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