Emotions in science education

International Handbook of Emotions in Education

Volumn , Issue , 2014, Pages 415-436

  Sinatra, Gale M ^a   Broughton, Suzanne H ^b   Lombardi, Doug ^c  

^a UNIVERSITY OF SOUTHERN CALIFORNIA   (United States)

^b UTAH STATE UNIVERSITY   (United States)

^c TEMPLE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84962941868     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203148211     Document Type: Chapter

References (102)

1. Ainley, M., & Ainley, J. (2011). Student engagement with science in early adolescence: The contribution of enjoyment to students' continuing interest in learning about science. Contemporary Educational Psychology, 36, 4-12
2. Ainly, M., & Hidi, S., (2014). Interest and enjoyment. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 205-227). New York, NY: Taylor & Francis
3. Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2010). "Doing" science versus "being" a scientist: Examining 10/11-year-old school children's constructions of science through the lens of identity. Science Education, 94, 617-639
4. Baker, D., & Leary, R. (1995). Letting girls speak out about science. Journal of Research in Science Teaching, 32 , 3-27
5. Baram-Tsabari, A., & Yarden, A. (2005). Characterizing children's spontaneous interests in science and technology. International Journal of Science Education, 7, 803-826
6. Beck, I. L., & McKeown, M. G. (2006). Improving comprehension with questioning the author: A fresh and expanded view of a powerful approach. New York, NY: Scholastic
7. Bennett, J., & Hogarth, S. (2009). Would you want to talk to a scientist at a party? High school students' attitudes to school science and to science. International Journal of Science Education, 31, 1975-1998
8. Bless, H. B. (2000). The interplay of affect and cognition: The mediating role of general knowledge structure. In J. P. Forgas (Ed.), Feeling and thinking: The role of affect in social cognition (pp. 201-222). Cambridge, United Kingdom: Cambridge University Press
9. Brotman, J. S., & Moore, F. M. (2008). Girls and science: A review of four themes in the science education literature. Journal of Research in Science Teaching, 45 , 971-1002
10. Broughton, S. H., & Nadelson, L. S. (2012, April). Food for thought: Pre-service teachers' knowledge, emotions, and attitudes toward genetically modified foods. Paper presented at the American Educational Research Association, Vancouver, Canada
11. Broughton, S. H., Sinatra, G. M., & Nussbaum, E. M. (2013). "Pluto has been a planet my whole life!" Emotions, attitudes, and conceptual change in elementary students' learning about Pluto's reclassification. Research in Science Education, 43, 529-550
12. Broughton, S. H., Pekrun, R., & Sinatra, G. M. (2012, April). Climate change, genetically modified foods, airport body scanners: Investigating students' emotions related to science topics. Paper presented at the American Educational Research Association, Vancouver, Canada
13. Broughton, S. H., Sinatra, G. M., & Reynolds, R. E. (2010). The nature of the refutation text effect: An investigation of attention allocation. The Journal of Educational Research, 103 , 407-423
14. Chen, C. H., & Howard, B. (2010). Effect of live simulation on middle school students' attitudes and learning toward science. Educational Technology & Society, 13 , 133-139
15. Chinn, C. A., & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research, 63, 1-49
16. Chinn, C. A., & Buckland, L. A. (2012). Model-based instruction: Fostering change in evolutionary conceptions and in epistemic practices. In K. Rosengren, E. M. Evans, S. K. Brem, & G. M. Sinatra (Eds.), Model-based instruction: Fostering change in evolutionary conceptions and in epistemic practices. New York, NY: Oxford University Press
17. Cordova, J., Sinatra, G. M., Broughton, S. H., Taasoobshirazi, G., & Lombardi, D. (2013). Self-efficacy, prior knowledge, interest, and confidence in prior knowledge: Influences on conceptual change. Manuscript submitted for publication
18. Damasio, A. (1994). Descartes' error: Emotion, reason, and the human brain. New York, NY: Penguin Books
19. Dawson, C. (2000). Upper primary boys' and girls' interests in science: Have they changed since 1980? International Journal of Science Education, 22, 557-570
20. den Brok, P., Fisher, D., & Scott, R. (2005). The importance of teacher interpersonal behavior for student attitudes in Brunei primary science classes. International Journal of Science Education, 27, 765-779
21. Diamond, J., Evans, E. M., & Speigel, A. N. (2012). Walking whales and singing flies: An evolution exhibit and assessment of its impact. In K. S. Rosengren, S. K. Brem, E. M. Evans, & G. M. Sinatra (Eds.), Evolution challenges: Integrating research and practice in teaching and learning about evolution (pp. 586-614). New York, NY: Oxford University Press
22. D'Mello, S., Lehman, B., Pekrun, R., & Graesser, A. (2014). Confusion can be beneficial for learning. Learning and Instruction, 29 , 153-170
23. Dole, J. A., & Sinatra, G. M. (1998). Reconceptualizing change in the cognitive construction of knowledge. Educational Psychologist, 33 , 109-128
24. Duit, R. (1999). Conceptual change approaches in science education. In W. Schnotz, S. Vosniadou, & M. Carretero (Eds.), New perspectives on conceptual change (pp. 263-282). Oxford, United Kingdom: Elsevier
25. Eagly, A. H., & Chaiken, S. (1993). The psychology of attitudes. Ft. Worth, TX: Harcourt Brace
26. Eccles, J. S. (2011a). Understanding educational and occupational choices. Journal of Social Issues , 67 , 644-648
27. Eccles, J. S. (2011b). Understanding women's achievement choices: Looking back and looking forward. Psychology of Women Quarterly, 35, 510-516
28. Eddy, R. M. (2000). Chemophobia in the college classroom: Extent, sources, and student characteristics. Journal of Chemical Education, 77, 514-517
29. Fiedler, K. (2000). Toward an integrative account of affect and cognition phenomena using the BIAS computer algorith. In J. P. Forgas (Ed.), Feeling and thinking: The role of affect in social cognition (pp. 223-252). Cambridge, United Kingdom: Cambridge University Press
30. Fredricks, J. A. (2011). Engagement in school and out-of-school contexts: A multidimensional view of engagement. Theory into Practice, 50, 327-335
31. Gibson, H. L., & Chase, C. (2002). Longitudinal impact of an inquiry-based science program on middle school students' attitudes toward science. Science Education, 86 , 693-705
32. Glassner, A., & Schwarz, B. B. (2005). The antilogos ability to evaluate information supporting arguments. Learning and Instruction, 15, 353-375
33. Goetz, T., Frenzel, A. C., Pekrun, R., & Hall, N. C. (2006). The domain specificity of academic emotional experiences. Journal of Experimental Education, 75 , 5-29
34. Gregoire, M. (2003). Is it a challenge or a threat? A dual-process model of teachers' cognition and appraisal process during conceptual change. Educational Psycholology Review, 15, 117-155
35. Griffith, J., & Brem, S. K. (2004). Teaching evolutionary biology: Pressures, stress, and coping. Journal of Research on Science Teaching, 41 , 791-809
36. Gungor, A., Eryilmaz, A., & Fakioglu, T. (2007). The relationship of freshmen's physics achievement and their related affective characteristics. Journal of Research in Science Teaching, 41, 791-809
37. Heddy, B.C., & Sinatra, G. M. (2013). Transforming misconceptions: Using transformative experience to promote positive affect and conceptual change in students learning about biological evolution. Science Education , 97 , 723-744
38. Hookway, C. (2002). Emotions and epistemic evaluations. In P. Carruthers, S. Stitch, & M. Siegal (Eds.), The cognitive basis of science (pp. 251-262). Cambridge, United Kingdom: Cambridge University Press
39. Hynd, C. (2003). Conceptual change in response to persuasive messages. In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change (pp. 291-315) . Mahwah, NJ: Lawrence Erlbaum Associates
40. Intergovernmental Panel on Climate Change. (2007). Climate change 2007: Synthesis report-summary for policymakers . Geneva, Switzerland: World Meteorological Organization
41. Jenkins, E. W., & Nelson, N. W. (2005). Important but not for me: Students' attitudes towards secondary school science in England. Research in Science and Technology Education, 23, 41-57
42. Jones, M. G., Howe, A., & Rua, M. J. (2000). Gender differences in students' experiences, interests, and attitudes toward science and scientists. Science Education, 84, 180-192
43. Kazelskis, R. (1998). Some dimensions of mathematics anxiety: A factor analysis across instruments. Educational and Psychological Measurement, 58, 623-633
44. Kendeou, P., & van den Broek, P. (2005). The effects of readers' misconceptions on comprehension of scientific text. Journal of Educational Psychology, 97 , 235-245
45. Kendeou, P., & van den Broek, P. (2007). The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts. Memory & Cognition, 35, 1567-1577
46. Krapp, A., & Prenzel, M. (2011). Research on interest in science: Theories, methods, and findings. International Journal of Science Education, 33, 27-50
47. Lazarus, R. S. (1984). On the primacy of cognition. American Psychologist, 39, 124-129
48. Lee, M. K., & Erdogan, I. (2007). The effect of science-technology-society teaching on students' attitudes toward science and certain aspects of creativity. International Journal of Science Education, 11, 1315-1327
49. Lee, V. E., & Burkam, D. T. (1996). Gender differences in middle grade science achievement: Subject domain, ability level, and course emphasis. Science Education, 86 , 613-650
50. Linnenbrink, E. A. (2006). Emotion research in education: Theoretical and methodological perspectives on the integration of affect, motivation, and cognition. Educational Psychology Review, 18, 307-314
51. Linnenbrink, E. A. (2007). The role of affect in student learning: A multi-dimensional approach to considering the interaction of affect, motivation, and engagement. In A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 107-124). Burlington, MA: Elsevier
52. Linnenbrink, E. A., & Pintrich, P. R. (2002). The role of motivational beliefs in conceptual change. In M. Limon & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice (pp. 115-135). Dordrecht, Netherlands: Kluwer Academic
53. Linnenbrink, E. A., & Pintrich, P. R. (2004). Role of affect in cognitive processing in academic contexts. In D. Y. Dai (Ed.), Motivation, emotion, and cognition: integrative perspectives on intellectual development and functioning (pp. 57-87). Mahwah, NJ: Lawrence Erlbaum Associates
54. Lombardi, D., & Sinatra, G. M. (2013). Emotions when teaching about human-induced climate change. International Journal of Science Education, 35, 167-191
55. Lyons, T. (2006). Different countries, same science classes: Students' experience of school science classes in their own words. International Journal of Science Education, 28, 591-613
56. Mallow, J. V. (1978). A science anxiety program. American Journal of Physics, 46, 862
57. Mallow, J. V., & Greenburg, S. L. (1982). Science anxiety: Causes and remedies. Journal of College Science Teaching, 11, 356-358
58. Mallow, J. V., Kastrup, H., Bryant, F. B., Hislop, N., Shefner, R., & Udo, M. (2010). Science anxiety, science attitudes, and gender: Interviews from a binational study. Journal of Science Education and Technology, 19, 356-369
59. Maltese, A. V., & Tai, R. H. (2010). Eyeballs in the fridge: Sources of early interest in science. International Journal of Science Education, 32, 669-685
60. Murphy, C., & Beggs, J. (2003). Children's attitudes towards school science. School Science Review, 84 , 109-116
61. National Center for Education Statistics. (2007). Trends in international mathematics and science study . Retrieved from http://nces.ed.gov/timss/results07_science07.asp
62. National Center for Education Statistics. (2009). Students who study Science, Technology, Engineering, and Mathematics (STEM) in postsecondary education. Washington, DC: U.S. Department of Education, Institute for Education Sciences
63. National Research Council. (2011). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press
64. Newcombe, N. S., Ambady, N., Eccles, J. S., Gomez, L., Klahr, D., Linn, M. Mix, K. (2009). Psychology's role in mathematics and science education. American Psychologist, 64 , 538-550
65. Nussbaum, E. M. (2011). Argumentation, dialogue theory, and probability modeling: Alternative frameworks for argumentation research in education. Educational Psychologist, 46, 84-106
66. Nussbaum, E. M., & Edwards, O. V. (2011). Critical questions and argument stratagem: A framework for enhancing and analyzing students' reasoning practices. Journal of the Learning Sciences, 20, 443-488
67. Olitsky, S., & Milne, C. (2012). Understanding engagement in science education: The psychological and the social. In B. J. Fraser, K. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 19-33). Dordrecht, Netherlands: Springer Publishing
68. Osborne, J. (2010). Arguing to learn in science: The role of collaborative critical discourse. Science, 328, 463-466
69. Osborne, J., & Collins, S. (2001). Pupils' views of the role and value of the science curriculum: A focus-group study. International Journal of Science Education, 23, 441-468
70. Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25, 1049-1079
71. Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341
72. Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37 , 91-106
73. Pekrun, R., & Linnenbrink-Garcia, L. (2012). Academic emotions and student engagement. In S. L. Christensen, A. L. Reschley, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 259-282). New York, NY: Springer
74. Pekrun, R., & Linnenbrink-Garcia, L. (2014). Emotions in education: Conclusions and future directions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 659-675). New York, NY: Taylor & Francis
75. Pekrun, R., & Stephens, E. J. (2012). Academic emotions. In K. R. Harris, S. Graham, T. Urdan, S. Graham, J. M. Royer, & M. Zeidner (Eds.), APA handbooks in psychology (pp. 3-31). Washington, DC: American Psychological Association
76. Petty, R. E., & Cacioppo, J. T. (1986). The elaboration likelihood model of persuasion. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 19, pp. 123-205). New York, NY: Academic Press
77. Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Towards a theory of conceptual change. Science Education, 67 , 489-508
78. Pugh, K. J. (2011). Transformative experience: An integrative construct in the spirit of Deweyan pragmatism. Educational Psychologist, 46 , 107-121
79. Pugh, K. J., Linnenbrink-Garcia, L., Koskey, K. L. K., Stewart, V. C., & Manzey, C. (2010). Motivation, learning, and transformative experience: A study of deep engagement in science. Science Education, 94 , 1-28
80. Raved, L., & Assaraf, O.B.Z. (2011). Attitudes towards science learning among 10th grade students: A qualitative look. International Journal of Science Education, 33 , 1219-1243
81. Renninger, R. A. (1992). Individual interest and development: Implications for theory and practice. In R. A. Renninger, S. Hidi, & A. Drapp (Eds.), The role of interest in learning and development (pp. 361-396). Hillsdale, NJ: Lawrence Erlbaum Associates
82. Rosenberg, E. L. (1998). Levels of analysis and the organization of affect. Review of General Psychology, 2, 247-270
83. Sadler, T. D. (2009). Situated learning in science education: Socio-scientific issues as contexts for practice. Studies in Science Education, 45, 1-42
84. Schreiner, C., & Sjøberg, S. (2004). Sowing the seeds of ROSE: Background, rationale, questionnaire development and data Collection for ROSE (the relevance of science education): A comparative study of students' views of science and science education. Retrieved from http://roseproject.no/publications/english-pub.html
85. Silvia, P. J. (2008). Interest: The curious emotion. Current Directions in Psychological Science, 17, 57-60
86. Sinatra, G. M., & Broughton, S. H. (2011). Bridging reading comprehension and conceptual change in science: The promise of refutation text. Reading Research Quarterly, 46 , 374-393
87. Sinatra, G. M., & Pintrich, P. R. (2003). Intentional conceptual change. Mahwah, NJ: Lawrence Erlbaum Associates
88. Sinatra, G. M., & Taasoobshirazi, G. (2011). Intentional conceptual change: The self-regulation of science learning In D. Shunk (Ed.), Handbook of self-regulation of learning and performance (pp. 203-216). New York, NY: Routledge
89. Stanovich, K. E. (2010). Decision making and rationality in the modern world. New York, NY: Oxford University Press
90. Sullins, E., Hernandez, D., Fuller, C., & Tashiro, J. (1995). Predicting who will major in a science discipline: Expectancy-value theory as part of an ecological model for studying academic communities. Journal of Research in Science Teaching, 32, 99-119
91. Swarat, S., Ortony, A., & Revelle, W. (2012). Activity matters: Understanding student interest in school science. Journal of Research in Science Teaching , 49 , 515-537
92. Thagard, P. (2006). The passionate scientist: Emotion in scientific cognition. In P. Thagard (Ed.), Hot thought: Mechanisms and applications of emotional cognition (pp. 171-188). Cambridge, MA: MIT Press
93. Tytler, R., & Osborne, J. (2012). Student attitudes and aspirations towards science. In B. J. Fraser, K. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 597-625). New York, NY: Springer International
94. Udo, M., Ramsey, G. P., Reynolds-Alpert, S., & Mallow, J. V. (2004). Science anxiety and gender in students taking general education science courses. Journal of Science Education and Technology, 13, 435-466
95. VanLehn, K., Siler, S., Murray, C., Yamauchi, T., & Baggett, W. (2003). Why do only some events cause learning during human tutoring? Cognition and Instruction, 21 , 209-249
96. Vosniadou, S. (1999). Conceptual change research: State of the art and future directions. In W. Schnotz, S. Vosniadou, & M. Carretero (Eds.), New perspectives on conceptual change (pp. 3-13). Amsterdam, Netherlands: Pergamon
97. Vosniadou, S., & Brewer, W. F. (1987). Theories of knowledge restructuring in development. Review of Educational Research, 57, 51-67
98. Wang, T., & Berlin, D. (2010). Construction and validation of an instrument to measure Taiwanese elementary students' attitudes toward their science class. International Journal of Science Education, 32, 2413-2428
99. Xu, J., Coats, L. T., & Davidson, M. L. (2012). Promoting student interest in science: The perspectives of exemplary African American teachers. American Educational Research Journal, 49, 124-154
100. Yager, S. O., Lim, G., & Yager, R. (2006). The advantages of an STS approach over a typical textbook dominated approach in middle school science. School Science and Mathematics, 106, 248-260
101. Zacharia, Z., & Calabrese Barton, A. (2004). Urban middle-school students' attitudes toward a defined science. Science Education, 88, 197-122
102. Zembylas, M. (2005). Three perspectives on linking the cognitive and the emotional in science learning: Conceptual change, Socio-constructivism and poststructuralism. Studies in Science Education, 41, 91-115