Embodying emotions: making transactions explicit in science learning contexts


DOI: 10.1007/s11422-011-9354-2

Cite this article as:
Milne, C. & Rubin, K. Cult Stud of Sci Educ (2011) 6: 625. doi:10.1007/s11422-011-9354-2


In this Forum paper we synthesize some of the main ideas from three papers: Auli Orlander and Per-Olof Wickman’s (Cult Stud Sci 6, 2011), Bodily experiences in secondary school biology, Roger Sages’ (Cult Stud Sci Educ 6, 2011), About Descartes: Uses and misuses, and Steve Alsop’s (Cult Stud Sci Educ 6, 2011), The body bites back! These papers challenged us to identify how emotions functioned as elements of bodily experiences in classroom transactions and why science teachers often are not responsive to students’ emoting. We also explored how teachers making use of curriculum and companion meanings could support the construction of learning environments that more productively support students’ science learning.


Emotions Curriculum Mind–body dualism Companion meanings Self-reflexivity 

Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  1. 1.Steinhardt SchoolNew York UniversityNew YorkUSA
  2. 2.Bronx School of ScienceInquiry and InvestigationNew YorkUSA

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