Young children's emotional practices while engaged in long‐term science investigation

In this article, the role of young children's emotional practices in science learning is described and analyzed. From the standpoint of performativity theory and social‐constructionist theory of emotion, it is argued that emotion is performative and the expression of emotion in the classroom has its basis in social relationships. Arising from these relationships is the emotional culture of the classroom that plays a key role in the development of classroom emotional rules as well as the legitimation of science knowledge. These relationships are reflected in two levels of classroom dialogue: talking about and doing science, and expressing emotions about science and its learning. The dynamics of the negotiations of classroom emotional rules and science knowledge legitimation may dispose students to act positively or negatively toward science learning. This analysis is illustrated in the experiences of a teacher and her students during a 3‐year ethnographic study of emotions in science teaching and learning. This research suggests the importance of the interrelationship between emotions and science learning and the notion that emotional practices can be powerful in nurturing effective and exciting science learning environments. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 693–719, 2004     

Affective knowledge versus affective pedagogy: the case of native grammar learning

ABSTRACT

In recent years, there has been growing interest in the role of affect within education. Within this paper, the authors make a distinction between affective pedagogy, which they refer to as ways of teaching that are designed to evoke particular emotional states, and affective knowledge, which they refer to as aspects of knowledge or knowing which seem to bring forth particular emotions organically. Using explicit grammar knowledge as a test case, they explore student teachers’ affective responses to learning, drawing upon interview data and observations made during a series of grammar courses. They argue that grammar learning is a potential source of pleasure, wonder and intensity. The findings provide an important counter-narrative to the prevailing discourse of grammar as dull and threatening. They also draw broader conclusions about the significance of affect in education, drawing upon affect theory and recent work on epistemic emotions.     

“以赛促学”模式优化设计——基于协同学习理论场域视角

以赛促学是提高教学质量和培养人才的有效途径。为优化技能类课程教学模式,从协同学习理论的场域视角出发,分析传统竞赛模式中影响促学效率的多维要素。结合场域理论进行系统分析,参考支持协同学习的教学过程模型,从认知、动作、情感层次方面对以赛促学模式进行系统优化设计。以《现代教育技术》课程为例开展“以赛促学”。实证分析表明,该模式强化了深层知识构建,有利于全面提升师生素养,提高学习效率。     

Teachers’ Concerns about Implementing Teaching/Learning Approaches Informed by Constructivism

Changing emphases in science education during the past decade have placed teaching/learning approaches informed by constructivism on the ascendancy. However, implementing these approaches, which are not the usual classroom practices for many teachers, is likely to create difficulties. In this study, these difficulties were examined in terms of concerns expressed by a group of eight science teachers in one school prior to, and upon completion of, an 18‐month inservice programme specifically aimed at promoting teaching/learning approaches informed by constructivism. Teachers’ initial concerns were related to how the new approaches would affect their own teaching and how they could fulfil their responsibilities for completing the required syllabus. Post‐inservice concerns changed to a focus on how to maximise student involvement in science learning and to the consequences of their teaching. This paper concludes with implications for teacher educators who wish to use teachers’ concerns as indicators of difficulties encountered by teachers implementing new teaching/learning approaches.     

Toward re-thinking science education in terms of affective practices: reflections from the field

Rational and operationalized views of science and what it means for teachers and students to know and enact legitimate science practices have dominated science education research for many decades (Fusco and Barton in J Res Sci Teach 38(3):337–354, 2001. doi: 10.1002/1098-2736(200103)38:3<337::AID-TEA1009>3.0.CO;2-0). Michalinos Zembylas challenges historically prevalent dichotomies of mind/body, reason/emotion, and emotion/affect, calling researchers and educators to move beyond the Cartesian dualisms, which have perpetuated a myth of scientific objectivity devoid of bias, subjectivity and emotions. Zembylas (Crit Stud Teach Learn 1(1):1–21, 2013. doi: 10.14426/cristal.v1i1.2) contends that the role of emotions and affect are best understood as relational and entangled in epistemological, cultural, and historical contexts of education, which represent contested sites of control and resistance. We argue that Zembylas’ work is pivotal since “theoretical frames of reference for doing research in science education…[and] what constitutes knowledge and being within a particular frame” carry material bearings over the enactments of science teaching and learning (Kyle in J Res Sci Teach 31:695–696, 1994, p. 321. doi: 10.1002/tea.3660310703). In this paper, we hold cogen dialogue about how re-thinking notions of emotion and affect affords us, both science educators and researchers, to re-envision science education beyond cognitive and social frames. The framing of our dialogue as cogen builds on Wolff-Michael Roth and Kenneth Tobin’s (At the elbows of another: learning to teach through coteaching. Peter Lang Publishing, New York, 2002) notion of cogenerative dialogue. Holding cogen is an invitation to an openly dialogic and safe area, which serves as a space for a dialogic inquiry that includes radical listening of situated knowledges and learning from similarities as well as differences of experiences (Tobin in Cult Stud Sci Educ, in review, 2015). From our situated experiences reforms, colleges of education, schools, and curriculum place not enough emphasis on affective and bodily dimensions of teaching and learning. Instead, the privilege seems to be given to reason, evidence, and rationalities, which continue to reinforce dominant ways of knowing and experiencing. The separation of mind and body, reason and emotion, effect and affect in teaching and research might bear unintended and negative consequences for many children and teachers who are engaged in bodily and affective forms of learning science. In this forum we wish to expand on the discussion to consider the interdependent nature of learning, experience, and affect by drawing on our work with science teachers and culturally and linguistically diverse students, juxtaposed alongside Zembylas’ reflections, to further theorize the affective turn in science education.     

Researching balance between cognition and affect in science teaching and learning

This paper is based on findings from a three year collaborative action research project on classroom teaching and learning. The research, which involved 33 teachers, over two thousand students from six schools, and the authors, centred on exploring how various features of the classroom context influence teaching and learning processes. We interpret project findings as indicating the importance of balance between cognition and affect for effective teaching and learning. We advance the notion of challenge as a way of conceptualising this balance. Challenge comprises a cognitive/metacognitivedemand component and an affectiveinterest component. Nine major features of a teaching/learning event were found to interact to influence these cognitive and affective components of challenge. Specializations: Collaborative research on science teaching and learning; staff development and school improvement; quality of science education. Specializations: Learning and teaching science; pre-service teacher education. Specializations: teacher development in science education; technology education. Specializations: Science and teachnology curriculum, environmental education, educational disadvantage. Specializations: learning theory, probing of understanding, conceptual change.     

Teaching primary science: emotions, identity and the use of practical activities

This paper uses cultural historical activity theory to examine the interactions between the choices primary teachers make in the use of practical activities in their teaching of science and the purposes they attribute to these; their emotions, background and beliefs; and the construction of their identities as teachers of science. It draws on four case studies of science lessons taught over a term by four exemplary teachers of primary science. The data collected includes video recordings of science lessons, interviews with each teacher and some of their students, student work, teachers?? planning documents and observation notes. In this paper, we examine the reflexive relationship between emotion and identity, and the teachers?? objectives for their students?? learning; the purposes (scientific and social) the teachers attributed to practical activities; and the ways in which the teachers incorporated practical activities into their lessons. The findings suggest that it is not enough to address content knowledge, pedagogy and pedagogical content knowledge in teacher education, but that efforts also need to be made to influence prospective primary teachers?? identities as scientific thinkers and their emotional commitment to their students?? learning of science.     

情感计算在网络远程教育系统中的应用：功能、研究现状及关键问题

情感能力是人类智能的重要标志,情感的缺失会影响网络远程教育的教学质量和学习者的学习效果。情感计算是和谐人机交互与人工智能领域中新的研究方向。在网络远程教育系统中应用情感计算理论与技术,可以进一步优化网络远程教育的功能,帮助教师监测远程学习者的情感变化,调整教学策略和方法,实时给予学习者情感反馈,使教学质量达到最佳。目前国内外情感计算在远程教育方面的应用研究还处于起步与探索阶段,所构建的远程教学系统对远程教学中师生情感生理特征与心理特征、多模情感信息融合机制及网络虚拟人机情感交互特性等考虑不足,系统原型在情感合成与表达、智能人机情感交互实现上存在着很大的难度。因此,构建与人类情感系统相吻合的、自然和谐的、人性化和智能化的网络远程教育系统,需要有效解决师生面部表情、语音情感特征信号的准确识别与提取,师生多模情感信息融合机制与和谐人机情感交互技术等关键问题。     

自主学习与情感过滤--对职校生英语学习的思考

培养学生的自主学习能力是教学的最终目标和提高教学质量的手段。文章试图通过“自主学习”和“情感过滤假设”理论的探讨,结合调查分析的资料,提出培养职校生英语自主学习能力的关键在于解放学生的情感,减低其情感过滤,增强其学习信心,即培养他们乐学和能学。     

"情感过滤假说"及其在外语课堂教学中的运用

20世纪80年代初，美国语言学家S．D．Krashen提出了著名的“五大假说”，即习得学得假说、自然顺序假说、监控假说、输入假说和情感过滤假说。根据情感过滤假说，情感主要在学习动机、自信心、焦虑等三个方面对学习者的第二语言习得具有重要影响。如何在课堂教学中运用该假说来提高外语课堂教学的效果则是我们外语教师所关心的问题。本文以克拉中第二语言习得理论中的情感过滤假说为理论基础，讨论了这一理论的背景及其界定，尝试性地将情感过滤假说与外语课堂教学结合起来进行研究，提出了在外语课堂教学中如何运用这一理论的一些观点。     

Emotional Issues in Teaching Science: A Case Study of a Teacher’s Views

Science teaching environments are social environments, and teachers emotions interact with their science teaching in powerful ways. To value the teacher is to value the whole person, not just the intellect. In this paper, a theorization of teacher emotion in science teaching is developed which illustrates the role of emotion in establishing and maintaining self-esteem in science teaching situations. From the standpoint of social-constructionist theory of emotion, it is argued that emotion is a social construction within social relationships. Arising from this view, are the emotions of intellectual excitement, frustration and shame that play a key role in the development of self-esteem. The dynamics of these emotions, in the context of experiences of success and failure, may dispose teachers to act positively or negatively towards science teaching. The theorisation developed is illustrated in the emotional experiences of an elementary school teacher in an early childhood science classroom. These experiences indicate that emotion is constitutive of teaching, and merits greater consideration in science teaching.     

高职学生移情力提高必要性及策略

移情是情感因素的重要组成部分,也是情感教学实施的关键.研究发现师生问移情呈正相关关系,因此为使教学更有效进行,不仅教师需要移情,学生也需要对教师移情.高职学生移情力不够的现实要求教师和学校共同努力培养、提高他们这方面的能力.     

试论初中科学教学中学生学习兴趣的激发

学习兴趣是学生学习动机的重要心理因素.在科学教学中如何激发学生的学习兴趣,充分发挥学生的主观能动作用,以提高教学质量,是值得科学教师探讨的重要课题.本文结合初中科学课程改革的特点及其学生心理发展特征,从创设教学情景、鼓励学生探究、学以致用、师生情感等四个方面探讨了激发学生的学习兴趣的教学策略.     

在线学习研究30年

本文介绍了作者对过去30年在线学习研究的研究进展。研究如何设计在线教学是将学习科学应用于教育的一个案例。在线教学设计研究有助于发展学习科学(如认知负荷理论、多媒体学习的认知理论,以及学习的元认知、动机和情感的综合),教学科学(如有研究证据的教学设计原理不断发展)和评估科学(如多侧面的迁移测试,同时辅以保持测试和自我调查报告,学习过程中的日志文件数据,以及学习认知过程中的认知神经科学测量等)。文中反复提到的观点:学习有赖于运用教学方法,而不是单凭教学媒体就能够奏效的,在线教学设计研究应该关注数字化学习环境的特性;教学实践应建立在严谨、系统的研究基础上,包括旨在确定在线教学中有效成分的增值实验;在线学习研究应确定教学技术最有效的边界条件;在线学习研究应该起到检验和发展学习理论的作用。     

Challenge in learning and teaching science

Taking as a basis a conceptualisation of personal challenge having both cognitive/metacognitive (thinking) and affective (feeling) components, the nature and extent of perceived challenge in learning and teaching science were explored for seven teachers and thirty-seven students in five secondary schools over a period of five months. Findings suggest that many secondary students are not challenged by the science they learn in school. Similary, many secondary science teachers are insufficiently challenged by the task of teaching. There are indications, however, that science teaching and learning attitudes and practices can be improved if teachers work to diagnose and change key classroom factors that influence level of perceived challenge in learning.     

《土壤肥料学(土壤学部分)》课程教学体会

《土壤肥料学》是农业种植类专业的一门重要的基础课程,其教学内容包括土壤学和肥料学两个部分。其中,土壤学部分的学习是该课程学习的第一环节,对肥料学以及后期专业知识的学习起着至关重要的作用。因此,笔者基于该部分教学的重要性并结合近几年的教学实践,就理论教学和实验教学内容与方式如何结合以培养学生兴趣和培养实践能力等方面进行探讨,以期促进教学效果的进一步提升。     

On the Uses of Emotion in English Teaching

In this thesis the importance of emotion in teaching English is emphasized and discussed. Learners have no interests because of the difficulties they meet while learning English. The emotion not only influences on students’ study, but also on their psychological healthy. As is well known,the emotion quotient is more important than intelligent in modern society.     

Student teachers' conceptions of how to recognise a “Good” primary science teacher: Does two years in a teacher education program make a difference?

Several studies have suggested that preservice teacher education has little impact on student teacher conceptions about various facets of teaching and learning. Most of these studies refer to generic teaching and learning, and very few have related to primary science in particular. To explore this area eight primary student teachers were interviewed on six occasions during the first two years of their Bachelor of Teaching degree. This paper reports the findings from part of these interviews. It describes the (sometimes changing) conceptions which these eight students held about how they would recognise a “good” teacher of science and the people and experiences they believed influenced the formation of these views. The differential impact of past and present teachers and the teacher education program revealed possible implications for practica and science curriculum units in particular, if teacher education is going to have an influence on preservice teachers' conceptions about teaching and learning.     

学习科学:研究的重要问题及其方法论

自20世纪后半叶以来,不同学科背景的研究者将基础研究与教育实践相结合,直面人类的学习问题,探究人类思维和学习的过程,设计新的学习情境,提出新的理论和方法论,催生了学习的新科学。学习科学是指面向复杂的真实世界需要的"整合"科学,涉及认知科学、神经科学、教育心理学、计算机科学、人类学、社会学等多元领域,它不仅发展了学习理论,而且对教授科学也做出了贡献。通过围绕知识的本质、学习的实质、学习的方式与形式、以学习为中心设计、学习环境及其支持、学习效果的评价等方面,来探讨学习科学研究的重要问题及学科方法论,进而对其未来研究的发展趋势做出预测。