Emotion, place, and practice
Exploring the interplay in children's engagement in ecologists' sampling practices
Bibliographic Data
| ID | 21392688 |
|---|---|
| Authors | Kathryn Lanouette (0000-0001-9154-8386, Curriculum & Instruction William & Mary School of Education Williamsburg Virginia USA, corresponding author) |
| Year | 2022 |
| Volume | 106 |
| Issue | 3 |
| Pages | 610-644 |
| Publication date | 2022-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21702 |
| OpenAlex | W4210712185 |
| Language | EN |
| Citations received | 27 |
| References cited | 88 |
In science education, there has been a sustained focus on supporting the emergence of science practices in K–12 and field‐based settings. Recent work has elevated the integral role of emotion in sparking and sustaining such disciplinary practices, deepening the field's understanding of what is entailed in “doing” science. Yet even as we gain this richer understanding of practice, less attention has been given to the places where practice emerges. These places play a critical role in the co‐emergence of emotion and practice, and while separate strands of research have elevated emotion and practice or, alternately, place and practice, rarely has their dynamic relationship been considered together. In this article, I explore this interplay of emotion, place, and practice emergent in children's sampling practices within a multiweek curriculum centered around their schoolyard soil ecosystem. Through a comparative case study analysis of two student pairs using video data, student interviews, and classroom artifacts, my analysis reveals how children's emergent emotion was entangled in their relationships with the schoolyard and life within, shaping not only how they engaged in sampling practices but also what dimensions of the ecological system they attended to. I argue that emotion and place should be central to the design, teaching, and analysis of learning contexts, in turn centering the social and emplaced dimensions of science disciplinary practices for children and scientists alike. Implications for science teaching and learning are discussed, with particular consideration of field‐based sciences
Best practice · Curriculum · Discipline · Experience sampling method · Field (mathematics) · Pedagogy · Political science · Science education · Social practice · Social science · Sociology · Geography Education and Pedagogy · Innovative Teaching and Learning Methods · Psychology · Science Education and Pedagogy · Social Psychology
Stimulating creativity in the classroom
Identifying and Classifying Observed Emotions in Informal Science Learning Environments Using the Emotions Observational Tool (Emotool)
Intrinsic and instrumental care in pen pal letters
Not the only novice in the room
Charged Bodies in Science Education
Emotional configurations in STEM classrooms
Epistemic Objects and Tools on the School Grounds
Present in class yet absent in science
Sentipensar [ Feel‐Thinking ] Cultivates Collective Scientific Sensemaking and Worldbuilding Within and Beyond Ecological Despair
Co‐creating a community of belonging and presence
Beyond assessing knowledge about models and modeling
Navigating socio‐emotional risk through comfort‐building in physics teacher professional development
Connected by emotion
Cultivating science data literacy in K-16 science education through data practices
Introduction
We never even touched plants this way”
Learning in and from the field
Everyone's Struggling
Identifying Emotional Expressions During Family Science Engagement at Home—A Case Study From a Parent's Perspective
Oh my god this is the worst!”—Exploring the complexities of teacher vexation and resistance
Learning and Distributed Expertise in Community‐Based Science
Elevating Configurations of Data and Emotion
That's Just Gonna Make Them Upset
Affective Politics of Belonging to STEM
Centering Affect and Emotion Toward Dignity and Justice in Science Education
Feeling a Goodness of Fit
How Do These Data Make You Feel ?” The Emergence of Emotional Pathways in Community Science Data Talks About Climate Justice Issues
The Cultural Politics of Emotion
“The Coat Traps All Your Body Heat”
Making sense of the complex entanglement between emotion and pedagogy
Learning to Feel Like a Scientist
Fish Swim, Rocks Sit, and Lungs Breathe
Science identity as a landscape of becoming
Multiple Ways of Knowing
“Look It, This is how You Know
Design-Based Research Methods for Studying Learning in Context
Epistemologies in practice
Beyond Cold Conceptual Change
Guiding Principles for Fostering Productive Disciplinary Engagement
Studies of expansive learning
Engaging in Science
Case Study Research
Qualitative Inquiry and Research Design
But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation
“He got a glimpse of the joys of understanding” – The role of epistemic empathy in teacher learning
Leaving the laboratory
Emotions in the doing of science
Mobilizing Emotion in an Urban English Classroom
Disrupting Representational Infrastructure in Conversations Across Disciplines
Field Ecology
Envisioning Black space in environmental education for young children
Youth, place, and educator practices
Participation, stance and affect in the organization of activities
Pedagogies of snark
Children Socializing Children
Space and Place
Pandora's Hope
Forum
Nature-culture constructs in science learning
Muskrat theories, tobacco in the streets, and living Chicago as Indigenous land
Design Experiments in Educational Research
Emotional Expressions Reconsidered
Cultural processes in science education
Love and knowledge
Science Education in Three-Part Harmony
Desettling Expectations in Science Education
The learning of emotion in/as sociocultural practice
Are Emotions a Kind of Practice (And Is That What Makes Them Have a History)? A Bourdieuian Approach to Understanding Emotion
Design, Desire, and Dif ference
A Feeling for the Organism
Embodying emotion sensing space
Simians, Cyborgs, and Women
Professional Vision
Qualitative Quality
| Unique citing works | 27 |
|---|---|
| Citations per year | 6,75 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 27 |