Vilhunen Elisa, Chiu Mei-Hung, Salmela-Aro Katariina, Lavonen Jari, Juuti Kalle
Faculty of Educational Sciences, University of Helsinki, P.O 9 (Siltavuorenpenger 5A), 00014 Helsinki, Finland.
Graduate Institute of Science Education, National Taiwan Normal University, Taipei, Taiwan.
Int J Sci Math Educ. 2023;21(5):1545-1566. doi: 10.1007/s10763-022-10310-5. Epub 2022 Sep 5.
This study contributes to the understanding of the relationship between emotions and development of scientific understanding by examining (1) how students perform in scientific sensemaking in the context of a three-cycle predict-observe-explain (POE) activity, (2) what kind of trajectories of situational epistemic emotions students show when making sense of the phenomenon, and (3) how students' performance in sensemaking is related to their emotional trajectories. Data from 109 participant students were collected in six upper secondary physics classes. Students' performance in sensemaking was evaluated based on their answers on POE items and categorised through qualitative content analysis. Situational epistemic emotions (surprise, curiosity, confusion, and boredom) were measured using a four-point Likert scale after each POE cycle. Latent class growth analysis was used to identify groups of students with distinctive emotional trajectories. The relationship between the performance in POE activity and emotional trajectories was explored by a chi-square test. The results indicate that students' inability to make relevant observations is significantly related to experienced boredom. Furthermore, students who perform better in making sense of the phenomenon are more likely to experience surprise, curiosity, and confusion. This implies that engaging students to be curious when they observe and test predictions is an important mission for curriculum designers and teachers in practice. The findings underline the importance of epistemic emotions in educational settings and the complexity of the interplay between cognitive and affective factors in learning situations.
The online version contains supplementary material available at 10.1007/s10763-022-10310-5.
本研究通过考察以下方面，有助于理解情绪与科学理解发展之间的关系：（1）学生在三轮预测 - 观察 - 解释（POE）活动背景下的科学意义建构表现如何；（2）学生在理解现象时展现出何种情境认知情绪轨迹；（3）学生在意义建构中的表现与其情绪轨迹如何相关。在六个高中物理班级中收集了109名参与学生的数据。根据学生对POE项目的回答评估其在意义建构中的表现，并通过定性内容分析进行分类。在每个POE循环后，使用四点李克特量表测量情境认知情绪（惊讶、好奇、困惑和无聊）。潜在类别增长分析用于识别具有独特情绪轨迹的学生群体。通过卡方检验探索POE活动表现与情绪轨迹之间的关系。结果表明，学生无法进行相关观察与所体验到的无聊显著相关。此外，在理解现象方面表现较好的学生更有可能体验到惊讶、好奇和困惑。这意味着让学生在观察和测试预测时保持好奇，对课程设计者和实践中的教师来说是一项重要任务。研究结果强调了认知情绪在教育环境中的重要性，以及学习情境中认知和情感因素相互作用的复杂性。
在线版本包含可在10.1007/s10763 - 022 - 10310 - 5获取的补充材料。
