Students' regulation of their emotions in a science classroom

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...

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Bibliographic Details
Published in:Journal of research in science teaching 2016-02, Vol.53 (2), p.234-260
Main Authors: Tomas, Louisa, Rigano, Donna, Ritchie, Stephen M.
Format: Article
Language:English
Subjects:
Affective behaviour
Australia
Case Studies
Class Activities
Classroom Research
Classrooms
Coal
Diaries
emotion regulation
emotional energy
Emotional experience
Emotional regulation
Emotional Response
Emotional responses
Emotions
Energy
Foreign Countries
Frustration
Grade 8
Group activities
group work
Interviews
Learning
Learning Activities
Learning experience
Mining
Natural Resources
Negative emotions
Positive Attitudes
Positive emotions
Psychological patterns
Science education
Science Instruction
Scientific concepts
Secondary education
Secondary school science
Self Control
Self report
Small groups
socio-scientific issues
Socioscientific issues
Student Reaction
Students
Video Technology
Year 8
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Summary: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. [Author abstract]
ISSN:0022-4308
1098-2736
DOI:10.1002/tea.21304