Neta Shaby
Dados Biográficos
| ID | 5877208 |
|---|---|
| NOME | Neta Shaby |
| PRENOMES | Neta |
| SOBRENOME | Shaby |
| ASSINATURA | SHABY N |
| AFILIAÇÕES | University of Southampton |
| ORCID | 0000-0002-3788-6613 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2019 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
Identifying and Classifying Observed Emotions in Informal Science Learning Environments Using the Emotions Observational Tool (Emotool)
Informal science settings, such as zoos, aquariums, and science centers, naturally spark emotions ranging from curiosity and excitement to frustration. Yet, studying emotional experiences in informal science learning (ISL) environments has been difficult, largely due to the challenges of measuring emotions in real time. Traditional methods, including self-reports, physiological measures, and observational approaches, offer useful insights but als…
Epistemic Agency and Resource Use in Family Science Engagement
In this multiple, comparative exploratory case study, we employed linguistic ethnographic microanalysis to explore epistemic agency and resource use in family science engagement. Epistemic agency is an essential dimension of scientific practices that positions the learners as constructors of knowledge, through their involvement in questioning, challenging, contrasting ideas, and more. Research demonstrates how informal learning environments affor…
‘We Often Forget It Was a Disaster’
There is a growing emphasis on integrating school subjects and cross disciplinary boundaries to address local and global challenges, particularly when teaching about complex and sensitive issues such as disasters. This study explores how the integration of science and history can facilitate learning about disasters through a cross-curricular teacher professional development project in England. Seven teachers (four history, three science) from sta…
Identifying Emotional Expressions During Family Science Engagement at Home—A Case Study From a Parent's Perspective
Families play a pivotal role in fostering children's science literacy, interests, and identities through everyday interactions and informal learning contexts, with parents as main facilitators. An essential, yet often underexplored, aspect of this process is the role of emotions in shaping science learning experiences. Emotions serve as powerful mediators of engagement, influencing key learning outcomes such as interest, motivation, achievement, …
Embodied interactions in a science museum
Informal science learning environments, such as science museums, afford a variety of interactions, sense‐making processes, participation modes, and roles. Accumulating research advances our understanding of the cognitive and affective dimensions of science learning in informal environments, including the development of scientific sense‐making and identity. Despite the variety of opportunities informal settings uniquely afford for physical interac…
Pathways of interest and participation
Despite considerable efforts in recent years to encourage Science, Technology, Engineering and Mathematics (STEM) interest and participation among youth, STEM interest during adolescence continues to decline. Recently, researchers, educators, and policymakers have used a learning ecology perspective to better understand the development and persistence of youth interest in STEM topics or activities. This study examined the dynamics of the STEM int…
Engagement in a Science Museum – The Role of Social Interactions
This qualitative research explores the interactions of elementary school students during free-choice activity with science museum exhibits. The study participants were 39 students, who visited a science museum on six occasions during a three-year-period (from 4th to 6th grades). Our study showed that most interactions around exhibits are social in nature. Within these social interactions, students mainly discuss the technicalities of operating th…
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Engagement in a Science Museum – The Role of Social Interactions
This qualitative research explores the interactions of elementary school students during free-choice activity with science museum exhibits. The study participants were 39 students, who visited a science museum on six occasions during a three-year-period (from 4th to 6th grades). Our study showed that most interactions around exhibits are social in nature. Within these social interactions, students mainly discuss the technicalities of operating th…
Embodied interactions in a science museum
Informal science learning environments, such as science museums, afford a variety of interactions, sense‐making processes, participation modes, and roles. Accumulating research advances our understanding of the cognitive and affective dimensions of science learning in informal environments, including the development of scientific sense‐making and identity. Despite the variety of opportunities informal settings uniquely afford for physical interac…
Pathways of interest and participation
Despite considerable efforts in recent years to encourage Science, Technology, Engineering and Mathematics (STEM) interest and participation among youth, STEM interest during adolescence continues to decline. Recently, researchers, educators, and policymakers have used a learning ecology perspective to better understand the development and persistence of youth interest in STEM topics or activities. This study examined the dynamics of the STEM int…
‘We Often Forget It Was a Disaster’
There is a growing emphasis on integrating school subjects and cross disciplinary boundaries to address local and global challenges, particularly when teaching about complex and sensitive issues such as disasters. This study explores how the integration of science and history can facilitate learning about disasters through a cross-curricular teacher professional development project in England. Seven teachers (four history, three science) from sta…
Identifying Emotional Expressions During Family Science Engagement at Home—A Case Study From a Parent's Perspective
Families play a pivotal role in fostering children's science literacy, interests, and identities through everyday interactions and informal learning contexts, with parents as main facilitators. An essential, yet often underexplored, aspect of this process is the role of emotions in shaping science learning experiences. Emotions serve as powerful mediators of engagement, influencing key learning outcomes such as interest, motivation, achievement, …
Identifying and Classifying Observed Emotions in Informal Science Learning Environments Using the Emotions Observational Tool (Emotool)
Informal science settings, such as zoos, aquariums, and science centers, naturally spark emotions ranging from curiosity and excitement to frustration. Yet, studying emotional experiences in informal science learning (ISL) environments has been difficult, largely due to the challenges of measuring emotions in real time. Traditional methods, including self-reports, physiological measures, and observational approaches, offer useful insights but als…
Epistemic Agency and Resource Use in Family Science Engagement
In this multiple, comparative exploratory case study, we employed linguistic ethnographic microanalysis to explore epistemic agency and resource use in family science engagement. Epistemic agency is an essential dimension of scientific practices that positions the learners as constructors of knowledge, through their involvement in questioning, challenging, contrasting ideas, and more. Research demonstrates how informal learning environments affor…
Pedagogy (5 obras) · Psychology (5 obras) · Science education (5 obras) · Computer Science (3 obras) · Mathematics education (3 obras) · Aesthetics (2 obras) · Animal and Plant Science Education (2 obras) · Museums and Cultural Heritage (2 obras) · Perspective (graphical) (2 obras) · Social science (2 obras)