Emotions in the doing of science

Exploring epistemic affect in elementary teachers' science research experiences

Bibliographic Data

ID21392884
AuthorsShannon G Davidson (0000-0003-3583-4147, School of Teacher Education Florida State University Tallahassee Florida USA, corresponding author), Lama Z Jaber (0000-0002-5809-7330, School of Teacher Education Florida State University Tallahassee Florida USA), Sherry A Southerland (0000-0002-0824-4611, School of Teacher Education Florida State University Tallahassee Florida USA)
Year2020
Volume104
Issue6
Pages1008-1040
Publication date2020-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueScience Education (JOURNAL)
Journal identifiersISSN: 0036-8326 • E-ISSN: 1098-237X
PublisherWiley (PUBLISHER • GB)
DOI10.1002/sce.21596
OpenAlexW3092052819
LanguageEN
Citations received47
References cited61

A critical component to disciplinary engagement in science is that of epistemic affect—learning how to feel as scientists do when engaged in their work. The emotional responses, feelings, and dispositions that emerge as one participates in the construction of knowledge are part and parcel to the experiences of scientists and, we argue, should be integral to the experiences of science learners—and their teachers—as well. As such, this study takes the position that teachers must have opportunities to encounter, understand, and appreciate the epistemic affect in science to support students in navigating their affect in the science classroom. Through analysis of field observations and semistructured interviews conducted during a 6‐week Research Experience for Teachers program, this study examines how four elementary teachers experience an epistemic affect over the course of their engagement in scientific research. The findings of the study highlight that engaging in science research afforded teachers rich opportunities to experience epistemic affect, ranging from frustration, perseverance, and ultimately pride in their work. We argue such firsthand affective experiences within professional development programs featuring participation in science research hold important implications for teachers' instructional practice and orientations to their students as thinkers, doers, and learners of science

Affect (linguistics) · Discipline · Feeling · Mathematics education · Nature of Science · Pedagogy · Political science · Pride · Science education · Social science · Sociology · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Psychology · Science Education and Pedagogy · Social Psychology

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