“ The Awe is In the Process ”

The nature and impact of professional scientists' experiences of awe

Bibliographic Data

ID21392848
AuthorsMegan P Cuzzolino (0000-0003-0245-0729, Harvard Graduate School of Education Harvard University Cambridge Massachusetts USA, corresponding author)
Year2021
Volume105
Issue4
Pages681-706
Publication date2021-07-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueScience Education (JOURNAL)
Journal identifiersISSN: 0036-8326 • E-ISSN: 1098-237X
PublisherWiley (PUBLISHER • GB)
DOI10.1002/sce.21625
OpenAlexW3163310752
LanguageEN
Citations received11
References cited52

In recent years, there has been a call in the research for greater attention to the role of affect in science learning and practice. Awe, which is characterized in the literature as an emotion that facilitates learning and motivates an orientation toward something larger than the self, appears frequently in scientists' descriptions of their work. Empirical evidence also suggests that awe has a unique relationship with scientific reasoning. However, this evidence comes primarily from tightly controlled laboratory research, a methodology that limits our ability to investigate more authentic manifestations of awe and any lingering effects that may extend beyond the initial moment of experience. This study, a qualitative analysis of interviews with professional scientists ( n = 30), advances our understanding of the conditions that are likely to elicit awe in the context of scientific practice as well as the perceived impact of those experiences. For study participants, the emotion of awe was deeply connected to the process of learning and to personal moments of discovery. Scientists described their awe experiences as contributing to shifts in their perspective or worldview, including a greater appreciation for the vastness and complexity of the universe. In addition, participants reported that awe served as an important source of motivation for their continued pursuit of the work. The findings indicate that authentic inquiry and metacognition, which we already recognize as critical pedagogical practices for encouraging scientific reasoning, are just as valuable for helping students to experience the affective dimensions of the discipline

Affect (linguistics) · Cognition · Context (archaeology) · Epistemology · Metacognition · Pedagogy · Perspective (graphical) · Process (computing) · Science education · Child Development and Digital Technology · Climate Change Communication and Perception · Media Influence and Health · Psychology

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