Students’ Emotions Related to Thermal Camera Activities in Primary Science Lessons

Abstract

AbstractEmotions can either support or hinder learning. For a teacher, it is important to recognise students’ learning-related emotions to adjust support for learning and motivation appropriately. In this chapter, we employ video blogging in examining how Finnish fifth graders experienced thermal camera activities in a primary science lesson and what types of emotions they reported during those activities. The lesson, on the topic of heat transfer, encompassed group activities with thermal cameras, teacher-led discussions, and out-of-classroom activities. The benefits of using thermal cameras in terms of students’ situational interest are discussed. Positive expressions were predominant in the data, but the quality of speech was nonspecific, with students using words such as ‘nice’ and ‘fun’. Negative expressions were related to boredom or irritation because the thermal cameras were not functioning in an optimal way. Students’ speech also revealed that because of the challenging conceptual content, thermal camera activities must be accompanied by teacher-led discussions to ensure correct conceptual understanding. The data are helpful when scrutinising the potential of thermal camera use in primary science in supporting students’ interest and positive learning-related emotions.KeywordsVideo bloggingAcademic emotionsPrimary scienceThermal cameras