Passive elementary student's constructed epistemic emotions and patterns of participation during small group scientific modeling

Datos Bibliográficos

ID21392960
AutoresMoonhyun Han (0000-0001-5975-1077, Department of Science Education, Research and Lecture Complex Seoul National University of Education Seocho‐gu Seoul South Korea), Sally Baricaua Gutierez (0000-0002-4791-7516, Elementary School Science Group University of the Philippines National Institute for Science and Mathematics Education Development Quezon City Philippines, autor de correspondencia)
Año2021
Volumen105
Número5
Páginas908-937
Fecha de publicación2021-09-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaScience Education (JOURNAL)
Identificadores de la revistaISSN: 0036-8326 • E-ISSN: 1098-237X
EditorialWiley (PUBLISHER • GB)
DOI10.1002/sce.21665
OpenAlexW3169529396
IdiomaEN
Citas recibidas6
Referencias citadas62

In this qualitative case study, we purposively selected a passive student in elementary science class from a small group and examined what factors contributed to her socially and momentarily construction of epistemic emotions. We used various data such as emotion diaries, transcripts of the video recordings, postlesson interviews, and field notes to document her involvement in the six lessons of the scientific modeling of the human respiratory system. Our analysis revealed that she constructed the epistemic emotions of frustration, anxiety , and joy . Her nonparticipation and constructed epistemic frustration in Lesson 1 were because of her unfamiliarity with the task and her perception that her ideas will be rejected by others. Due to her lack of previous knowledge, that desire to engage in the small group argumentative discussions was affected by her perception that her ideas would be rejected. With slightly increased familiarity and a sense of acceptance in Lessons 2 and 3, she displayed passive participation and constructed epistemic anxiety because she was not certain whether her opinions were scientifically correct or not. With the uncertainty of her ideas, she was not able to develop a personal motivational drive to engage in effortful participation. Finally, she exhibited active participation and constructed epistemic joy in Lessons 5 and 6 when she became familiar with scientific argumentation and scientific modeling, in addition to her developed sense of full acceptance. These results indicated the intertwined relations of affective, cognitive, and social aspects of learning on student's participation and construction of epistemic emotions

Argumentation theory · Argumentative · Class (philosophy) · Epistemology · Mathematics education · Perception · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology · Science Education and Pedagogy · Social Psychology