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Cultural Studies of Science Education

, Volume 11, Issue 3, pp 577–593 | Cite as

Evolution of self-reporting methods for identifying discrete emotions in science classrooms

  • Stephen M. Ritchie
  • Peter Hudson
  • Alberto Bellocchi
  • Senka Henderson
  • Donna King
  • Kenneth Tobin
Original Paper

Abstract

Emotion researchers have grappled with challenging methodological issues in capturing emotions of participants in naturalistic settings such as school or university classrooms. Self-reporting methods have been used frequently, yet these methods are inadequate when used alone. We argue that the self-reporting methods of emotion diaries and cogenerative dialogues can be helpful in identifying in-the-moment emotions when used in conjunction with the microanalysis of video recordings of classroom events. We trace the evolution of our use of innovative self-reporting methods through three cases from our research projects, and propose new directions for our ongoing development and application of these methods in both school and university classrooms.

Keywords

Emotion Self-reporting Methods Classroom research 

Notes

Acknowledgments

Contract grant sponsor: Australian Research Council, Contract grant numbers: DP1210369 and LP110200368.

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Copyright information

© Springer Science+Business Media Dordrecht 2015

Authors and Affiliations

  • Stephen M. Ritchie
    • 1
  • Peter Hudson
    • 2
  • Alberto Bellocchi
    • 2
  • Senka Henderson
    • 2
  • Donna King
    • 2
  • Kenneth Tobin
    • 3
  1. 1.Murdoch UniversityPerthAustralia
  2. 2.Queensland University of TechnologyBrisbaneAustralia
  3. 3.City University of New YorkNew York CityUSA

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