Abstract
Anticipating, attending, and responding to students' unsettled and/or negative emotions is an important and undervalued design consideration for research-based instructional strategies.
Highlights
IntroductionEducators, and education researchers, intuitively we know that students’ emotions can influence their behaviors in science learning environments
Our analysis shows that Judy, in some contexts but not others, argues that there is a wide gulf between real circuits and the idealized circuit models taught in the course, a gulf that renders qualitative or conceptual understanding of ideal circuits practically useless to her
We unpack how Judy’s annoyance at idealized circuits and at what she calls “physical” reasoning is embedded within aspects of the course
Summary
Educators, and education researchers, intuitively we know that students’ emotions can influence their behaviors in science learning environments. Supporting these intuitions, cognitive scientists make a persuasive case that emotions, such as anger, joy, fear, disgust, or surprise, play a role in regulating performance on cognitive tasks [1,2,3,4,5,6,7]. Research on physics learning has focused mostly on the form and content of students’ ideas [19,20,21,22,23,24,25].
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