- Title
- Influence of the interplay of habitual affective attributes and classroom learning environments on learners’ situational affective experiences in learning science : the narratives of primary pre-service teachers
- Creator
- Ma, Hongming
- Date
- 2021
- Type
- Text; Journal article
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/177933
- Identifier
- vital:15358
- Identifier
-
https://doi.org/10.1007/s11165-018-9800-1
- Identifier
- ISBN:0157-244X (ISSN)
- Abstract
- Science education researchers have found that instructional design focusing more on learners’ affective needs can be powerful in nurturing effective and exciting science learning. This paper reports a qualitative study exploring how learners’ situational affective experiences are influenced by the interplay of their habitual affective attributes and classroom learning environment. The research method adopted was semi-structured in-depth interview. The study is descriptive and retrospective in nature. Nine pre-service teachers who were taking a science method course at an Australian university took part in the study voluntarily. Each interview lasted about 1 h. Six types of interplay were identified: Self-sustained, Beyond expectation, Resonant, Adversely Overpowered, Below expectation and Irresponsive. Implications for science teaching and science teacher education are discussed in terms of the identified types of interplay. © 2018, Springer Nature B.V.
- Publisher
- Springer Science and Business Media B.V.
- Relation
- Research in Science Education Vol. 51, no. 2 (2021), p. 399-417
- Rights
- All metadata describing materials held in, or linked to, the repository is freely available under a CC0 licence
- Rights
- Copyright @ Springer Nature B.V. 2018
- Rights
- Open Access
- Subject
- 1302 Curriculum and Pedagogy; 1303 Specialist Studies in Education; Classroom learning environments; Habitual affective attributes; Science learning; Situational affective experiences
- Full Text
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