Students' regulation of their emotions in a science classroom

Tomas, Louisa, Rigano, Donna, and Ritchie, Stephen M. (2016) Students' regulation of their emotions in a science classroom. Journal of Research in Science Teaching, 53 (2). pp. 234-260.

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Research aimed at understanding the role of the affective domain in student learning in classrooms has undergone a recent resurgence due to the need to understand students’ affective response to science instruction. In a case study of a Year 8 science class in North Queensland, students worked in small groups to write, film, edit and produce short videos about the socio-scientific issue of coal seam gas mining as part of a unit on energy. Student emotions over the course of the unit of work were recorded using emotion diaries (a self-report measure), video recordings of lessons and end-of-project interviews. We identify trends in student emotions and analyze their relation to classroom activities using two constructs for interpreting the affective dimension of student learning: emotional energy and emotion regulation. By analyzing a salient classroom event, we report students’ regulation of negative emotions like frustration and anger as they worked together to complete the video project successfully. Furthermore, we propose that emotions, particularly positive emotions, elicited by the video task and not the socio-scientific issue dominated students' experiences and perceptions of the unit. This raises questions about how students' positive emotions might be regulated effectively so that they remain focused on the intended learning.

Item ID: 24999
Item Type: Article (Research - C1)
ISSN: 1098-2736
Keywords: emotions, emotion regulation, emotional energy, socio-scientific issues, group work
Funders: Australian Research Council (ARC) Linkage Grant Scheme
Projects and Grants: ARC LP 110200368
Date Deposited: 07 Dec 2015 06:02
FoR Codes: 39 EDUCATION > 3901 Curriculum and pedagogy > 390113 Science, technology and engineering curriculum and pedagogy @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930102 Learner and Learning Processes @ 60%
93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 40%
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