Abstract
This article is a forum response to a research article on self-reporting methods when studying discrete emotions in science education environments. Studying emotions in natural settings is a difficult task because of the complexity of deciphering verbal and non-verbal communication. In my response I present three main points that build on insights mainly from philosophy and anthropology. The three points are: first, the significance of connecting the visible and measurable with the invisible and intangible; second, what it means to think about the practices of knowing; and third, an argument to map out a geography of analysis that takes also into account who or what emotions are directed at.
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Lead Editor: C. Siry.
This article is part of the Special Issue on Research on Emotions of Science Education.
This review essay addresses issues raised in Stephen Ritchie, Peter Hudson, Alberto Bellocchi, Senka Henderson, Donna King and Kenneth Tobin’s paper entitled: Evolution of self-reporting methods for identifying discrete emotions in science classroom. doi:10.1007/s11422-014-9607-y.
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Otrel-Cass, K. Towards a geography of emotional analysis. Cult Stud of Sci Educ 11, 595–602 (2016). https://doi.org/10.1007/s11422-015-9693-5
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DOI: https://doi.org/10.1007/s11422-015-9693-5