Embodying emotions: making transactions explicit in science learning contexts
- 190 Downloads
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.
KeywordsEmotions Curriculum Mind–body dualism Companion meanings Self-reflexivity
- Alsop, S. (2011). The body bites back! Cultural Studies of Science Education, 6. doi: 10.1007/s11422-011-9328-4.
- Barrett, L. F., Mesquita, B., & Smith, E. R. (2010). The context principle. In B. Mesquita, L. F. Barrett, & E. R. Smith (Eds.), The mind in context (pp. 1–22). New York: The Guilford Press.Google Scholar
- Clark, A. (2011). Supersizing the mind: Embodiment, action, and cognitive extension. New York: Oxford University Press.Google Scholar
- Faraday, M. (1909–1914). The chemical history of a candle. The Harvard Classics. Accessed on June 14, 2011 at http://www.bartleby.com/30/7.html (Originally published 1861).
- Fifield, S., & Swain, H. (2002). Heteronormativity and common sense in science (teacher) education. In R. M. Kissen (Ed.), Getting ready for Benjamin: Preparing teachers for sexual diversity in the classroom (pp. 177–190). Lanham, MD: Rowman & Littlefield.Google Scholar
- Foucault, M. (1988). Technologies of the self. In L. H. Martin, H. Gutman, & P. H. Hutton (Eds.), Technologies of the self: A seminar with Michel Foucault (pp. 16–49). Amherst, MA: University of Massachusetts Press.Google Scholar
- Foucault, M. (1995). Discipline and punish: The birth of the prison (2nd ed). A. Sheridan (trans.). New York: Vantage Books.Google Scholar
- Frijda, N. H. (2007). The laws of emotion. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
- Gleick, J. (1992). Genius: The life and science of Richard Feynman. New York: Vintage Books.Google Scholar
- Haraway, D. (1991). Simians, cyborgs, and women. New York: Routledge.Google Scholar
- Larson, J. (1995, April 23). Fatima’s rules and other elements of an unintended chemistry curriculum. Paper presented at the annual meeting of the American educational research association, San Francisco.Google Scholar
- Lewin, K. (1935). A dynamic theory of personality. New York: McGraw-Hill.Google Scholar
- McGann, M., & Torrance, S. (2005). Doing it and meaning it: And the relationship between the two. In R. D. Ellis & N. Newton (Eds.), Consciousness and emotion: Agency, conscious choice, and selective perception (pp. 181–195). Amsterdam: John Benjamins.Google Scholar
- Mesquita, B. (2010). Emoting: A contextualized process. In B. Mesquita, L. F. Barrett, & E. R. Smith (Eds.), The mind in context (pp. 83–104). New York: The Guilford Press.Google Scholar
- Orlander, A., & Wickman, P.-O. (2011). Bodily experiences in secondary school biology, Cultural, Studies of Science Education, 6. doi:10.1007/s11422-010-9292-4.
- Roberts, D. A. (1998). Analyzing school science courses: The concept of companion meaning. In D. A. Roberts & L. Östman (Eds.), The problems of meaning in science curriculum (pp. 5–12). New York: Teachers College Press.Google Scholar
- Roberts, D. A., & Östman, L. (Eds.). (1998). Problems of meaning in science curriculum. New York: Teachers College Press.Google Scholar
- Sages, R. (2011). About descartes: Uses and misuses. Cultural Studies of Science Education, 6. doi:10.1007/s11422-011-9327-5.
- Tobin, K., Ritchie, S. R., Hudson, P., Oakley, J., & Mergard, V. (in press). Relationships between emotional climate and the fluency of classroom interactions. Learning Environments Research.Google Scholar