Emotionally Intense Science Activities

References

• Abrahams, I. (2007). Does practical work really motivate? A study of the affective value of practical work in secondary school science. International Journal of Science Education, 31(17), 2335–2353. doi: 10.1080/09500690802342836
   Web of Science ®Google Scholar
• Abrahams, I., & Millar, R. (2008). Does practical work really work? A study of the effectiveness of practical work as a teaching and learning method in school science. International Journal of Science Education, 30(14), 1945–1969. doi: 10.1080/09500690701749305
   Web of Science ®Google Scholar
• Alsop, S. (2005). Bridging the Cartesian divide: Science education and affect. In S. Alsop (Ed.), Beyond Cartesian dualism: Encountering affect in the teaching and learning of science (pp. 3–15). Dordecht: Springer.
   Google Scholar
• Alsop, S., & Watts, M. (2003). Science education and affect. International Journal of Science Education, 25(9), 1043–1047. doi: 10.1080/0950069032000052180
   Web of Science ®Google Scholar
• Baumeister, R., Bratslavsky, E., Finkenauer, C., & Vohs, K. (2001). Bad is stronger than good. Review of General Psychology, 5(4), 323–370. doi: 10.1037/1089-2680.5.4.323
   Google Scholar
• Beasley, W. (1982). Teacher demonstrations: The effect on student task involvement. Journal of Chemical Education, 59(9), 789–790. doi: 10.1021/ed059p789
   Web of Science ®Google Scholar
• Bellocchi, A., & Ritchie, S. (2015). “I was proud of myself that I didn't give up and I did it”: Experiences of pride and triumph in learning science. Science Education. doi:10.1002/sce.21159
   Web of Science ®Google Scholar
• Bellocchi, A., Ritchie, S., Tobin, K., King, D., Sandhu, M., & Henderson, S. (2014). Emotional climate and high quality learning experiences in science teacher education. Journal of Research in Science Education, 51(10), 1301–1325.
   Web of Science ®Google Scholar
• Bellocchi, A., Ritchie, S., Tobin, K., Sandhu, M., & Sandhu, S. (2013). Exploring emotional climate in preservice science teacher education. Cultural Studies in Science Education, 8, 529–552. doi: 10.1007/s11422-013-9526-3
   Google Scholar
• Borrachero, A., Brigido, M., Mellado, L., Costillo, E., & Mellado, V. (2014). Emotions in prospective secondary teachers when teaching science content, distinguishing by gender. Research in Science and Technological Education, 32(2), 182–215. doi: 10.1080/02635143.2014.909800
   Web of Science ®Google Scholar
• Buncick, M. C., Betts, P. G., & Horgan, D. (2001). Using demonstrations as a contextual road map: Enhancing course continuity and promoting active engagement in introductory physics. International Journal of Science Education, 23(12), 1237–1255. doi: 10.1080/09500690010025030
   Web of Science ®Google Scholar
• Burke, E. (2012). A philosophical enquiry into the origin of our ideas. London: T.C. Hansard, Petersborough-Court.
   Google Scholar
• Dael, N., Mortillaro, M., & Scherer, K. R. (2012). Emotion expression in body action and posture. Emotion, 12, 1085–1101. doi: 10.1037/a0025737
   PubMed Web of Science ®Google Scholar
• Damasio, A. R. (1994). Descartes' error: Emotions, reason and the human brain. New York, NY: Avon Books.
   Google Scholar
• Eccles, P. (1963). Experiments, demonstrations, and other types of first-hand experiences: A classification and definition of terms. Journal of Research in Science Teaching, 1, 85–88. doi: 10.1002/tea.3660010118
   Web of Science ®Google Scholar
• Ekman, P. (2003). Emotions revealed. Understanding faces and feelings. London: Phoenix.
   Google Scholar
• Ekman, P., & Friesen, W. V. (2003). Unmasking the face. A guide to recognizing emotions from facial clues. Upper Saddle River, NJ: Prentice-Hall.
   Google Scholar
• Ekman, P., Friesen, W. V., & Ellsworth, P. (1972). Emotion in the human face: Guidelines for research and an integration of findings. New York, NY: Pergamon Press.
   Google Scholar
• Ekman, P., & Rosenberg, E. L. (2005). What the face reveals. Basic and applied studies of spontaneous expression using the facial action coding system (FACS) (2nd ed.). Oxford: Oxford University Press.
   Google Scholar
• Emde, R. N. (1980). Levels of meaning for infant emotions: A biosocial view. In W. A. Collins (Ed.), Development of cognition, affect, and social relations: The Minnesota symposium of child psychology (pp. 1–38). Hillsdale, NJ: Prentice-Hill.
   Google Scholar
• Flávia, M., Teixeira, S., & Mortimer, E. (2003). How emotions shape the relationship between a chemistry teacher and her high school students. International Journal of Science Education, 25(9), 1095–1110. doi: 10.1080/0950069032000052216
   Web of Science ®Google Scholar
• Fortus, D. (2014). Attending to affect. Journal of Research in Science Teaching, 51(7), 821–835. doi: 10.1002/tea.21155
   Web of Science ®Google Scholar
• Goodrum, D., Druhan, A., & Abbs, J. (2012). The status and quality of year 11 and 12 science in Australian schools. Australian Academy of Science. Retrieved from http://www.science.org.au/publications/documents/Year11and12Report.pdf
   Google Scholar
• Gooty, J., Gavin, M., & Ashkanasy, N. M. (2009). Emotions research in OB: The challenges that lie ahead. Journal of Organizational Behaviour, 30, 833–838. doi: 10.1002/job.619
   Web of Science ®Google Scholar
• Hadzigeorgiou, Y. P. (2012). Fostering a sense of wonder in the science classroom. Research in Science Education, 42, 985–1005. doi: 10.1007/s11165-011-9225-6
   Web of Science ®Google Scholar
• Harrigan, J. A., Rosenthal, R., & Scherer, K. R. (Eds.). (2008). The new handbook of methods in nonverbal behavior research. Oxford: Oxford University Press.
   Google Scholar
• Hart, C., Mulhall, P., Berry, A., Loughran, J., & Gunstone, R. (2000). What is the purpose of this experiment? Or can students learn something from doing experiments? Journal of Research in Science Teaching, 37(7), 655–675. doi: 10.1002/1098-2736(200009)37:7<655::AID-TEA3>3.0.CO;2-E
   Web of Science ®Google Scholar
• Haste, H. (2004). Science in My Future: A study of values and beliefs in relation to science and technology amongst 11–21 year olds. London: Nestlé Social Research Programme.
   Google Scholar
• Hofstein. A., & Lunetta, V. N. (2004). The laboratory in science education: Foundation for the 21st century. Science Education, 88(1), 28–54. doi: 10.1002/sce.10106
   Web of Science ®Google Scholar
• Holstermann, N., Grube, D., & Bögeholz, S. (2010). Hands-on activities and their influence on students’ interest. Research in Science Education, 40, 743–757. doi: 10.1007/s11165-009-9142-0
   Web of Science ®Google Scholar
• Immordino-Yang, M., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain and Education, 1(1), 3–10. doi: 10.1111/j.1751-228X.2007.00004.x
   Web of Science ®Google Scholar
• Intrator, S. (2006). Beginning teachers and the emotional drama of the classroom. Journal of Teacher Education, 57, 232–239. doi: 10.1177/0022487105285890
   Web of Science ®Google Scholar
• Izard, C. (1977). Human emotions. New York, NY: Plenum Press.
   Google Scholar
• Izard, C. (1992). Basic emotions, relations among emotions, and emotion-cognition relations. Psychological Review, 99, 561–565. doi: 10.1037/0033-295X.99.3.561
   PubMed Web of Science ®Google Scholar
• Johnstone, A. H., & Al-Shualili, A. (2001). Learning in the laboratory: Some thoughts from the literature. University Chemical Education, 5, 42–50.
   Google Scholar
• Kensinger, E., & Schacter, D. (2008). Memory and emotion. In M. Lewis, J. Haviland-Jones, & L. Feldman Barrett (Eds.), Handbook of emotions (pp. 601–617). New York, NY: Guilford Press.
   Google Scholar
• Laukenmann, M., Bleicher, M., Fuβ, S., Gläser-Zikkuda, M., Mayring, P., & von Rhöneck, C. (2013). An investigation of the influence of emotional factors on learning in physics instruction. International Journal of Science Education, 25(4), 489–507. doi: 10.1080/09500690210163233
   Web of Science ®Google Scholar
• Liem, T. (1987). Invitations to science inquiry (2nd ed.). Chino Hills, CA: Science Inquiry Enterprises.
   Google Scholar
• Logan, M., & Skamp, K. (2008). Engaging students in science across the primary and secondary interface: Listening to the students’ voices. Research in Science Education, 38, 501–527. doi: 10.1007/s11165-007-9063-8
   Web of Science ®Google Scholar
• Lyons, T. (2006). The puzzle of falling enrolments in physics and chemistry courses: Putting some pieces together. Research in Science Education, 36(3), 285–311. doi: 10.1007/s11165-005-9008-z
   Web of Science ®Google Scholar
• Lyons, T., & Quinn, F. (2010). Choosing science: Understanding the declines in senior high school science enrolments. National Centre of Science, ICT and Mathematics Education for Rural and Regional Australia (SiMERR Australia), University of New England.
   Google Scholar
• Masters, G. (2006, August). Boosting science learning—The challenge. Opening address presented at the Australian Council for Educational Research Conference, Canberra, Australian Capital Territory.
   Google Scholar
• Millar, R. (2004). The role of practical work in the teaching and learning of science. Paper prepared for the Committee: High school science laboratories: Role and vision, National Academy of Science, Washington, DC. 
   Google Scholar
• Milne, C., & Otieno, T. (2007). Understanding engagement: Science demonstrations and emotional energy. Science Education, 91(4), 523–553. doi: 10.1002/sce.20203
   Web of Science ®Google Scholar
• Olitsky, S. (2007). Promoting student engagement in science: Interaction rituals and the pursuit of a community of practice. Journal of Research in Science Teaching, 44(1). 33–56. doi: 10.1002/tea.20128
   Web of Science ®Google Scholar
• Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079. doi: 10.1080/0950069032000032199
   Web of Science ®Google Scholar
• Pekrun, R., & Schutz, P. A. (2011). Where do we go from here? Implications and future directions for inquiry on emotions in education. In G. D. Phye, P.A. Schutz, & R. Pekrun (Eds.), Emotion in education (pp. 313–331). San Diego, CA: Academic Press.
   Google Scholar
• Plutchik, R. (1962). The emotions: Facts, theories, and a new model. New York, NY: Random House.
   Google Scholar
• Plutchik, R. (1980). Emotion: A psychoevolutionary synthesis. New York, NY: Harper and Row.
   Google Scholar
• Randler, C., & Hulde, M. (2007). Hands-on versus teacher-centred experiments in soil ecology. International Journal of Science Education, 25(3), 329–338.
   Google Scholar
• Ritchie, S., Hudson, P., Bellocchi, A., Henderson, S., King, D., & Tobin, K. (2015). Evolution of self-reporting methods for identifying discrete emotions in science classrooms. Cultural Studies of Science Education. doi:10.1007/s11422-014-9607-y
   Google Scholar
• Ritchie, S., Tobin, K., Hudson, P., Roth, W-M., & Mergard, V. (2011). Reproducing successful rituals in bad times: Exploring emotional interactions of a new science teacher. Science Education, 95(4), 746–765. doi: 10.1002/sce.20440
   Web of Science ®Google Scholar
• Ritchie, S., Tobin, K., Sandhu, M., Sandhu, S., Henderson, S., & Roth, W-M. (2013). Emotional arousal of beginning physics teachers during extended experimental investigations. Journal of Research in Science Teaching, 50(2), 137–161. doi: 10.1002/tea.21060
   Web of Science ®Google Scholar
• Roth, W-M., & Hsu, P-L. (2010). Analysing communication. Praxis of method. Rotterdam: Sense.
   Google Scholar
• Roth, W-M., McRobbie, C., Lucas, K., & Boutonné, S. (1997). Why may students fail to learn from demonstrations? A social practice perspective on learning in physics. Journal of Research in Science Teaching, 34(5), 509–533. doi: 10.1002/(SICI)1098-2736(199705)34:5<509::AID-TEA6>3.0.CO;2-U
   Web of Science ®Google Scholar
• Roth, W-M., Ritchie, S., Hudson, P., & Mergard, V. (2011). A study of laughter in science lessons. Journal of Research in Science Teaching, 48(5), 437–458. doi: 10.1002/tea.20412
   Web of Science ®Google Scholar
• Scherer, K. S. (2003). Vocal communication of emotion. A review of research paradigms. Speech Communication, 40, 227–256. doi: 10.1016/S0167-6393(02)00084-5
   Web of Science ®Google Scholar
• Scherer, K. S. (2005). What are emotions? And how can they be measured? Social Science Information, 44, 693–634. doi: 10.1177/0539018405058216
   Web of Science ®Google Scholar
• Schutz, P. A., & Pekrun, R. (Eds). (2007). Emotion in education. Amsterdam: Academic Press.
   Google Scholar
• Shepardson, D., Moje, E., & Kennard-McClelland, A. (1994). The impact of a science demonstration on children's understanding of air pressure. Journal of Research in Science Teaching, 31(3), 243–258. doi: 10.1002/tea.3660310305
   Web of Science ®Google Scholar
• Sinatra, G. M., Broughton, S. H., & Lombardi, D. (2014). Emotions in science education. In R. Pekrun, & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 415–457). New York, NY: Routledge.
   Google Scholar
• Speering, W., & Rennie, L. (1996). Students’ perceptions about science: The impact of transition from primary to secondary school. Research in Science Education, 26(3), 283–298. doi: 10.1007/BF02356940
   Google Scholar
• Stake, R. E. (2006). Multiple case study analysis. New York, NY: The Guilford Press.
   Google Scholar
• Stets, J. E. (2010). Future direction in the sociology of emotions. Emotion Review, 2(3), 265–268. doi: 10.1177/1754073910361975
   Web of Science ®Google Scholar
• Swarat, S., Ortony, A., & Revelle, W. (2012). Activity matters: Understanding student interest in school science. Journal of Research in Science Education, 49(4), 515–537.
   Web of Science ®Google Scholar
• Tasker, R. (1981). Children's views and classroom experiences. Australian Science Teachers’ Journal, 27(3), 33–37.
   Google Scholar
• Tobin, K. (1990). Research on science laboratory activities: In pursuit of better questions and answers to improve learning. School Science and Mathematics, 90(5), 403–418. doi: 10.1111/j.1949-8594.1990.tb17229.x
   Google Scholar
• Tobin, K., & Ritchie, S. (2011). Multi-method, multi-theoretical, multi-level research in the learning sciences. The Asia Pacific Education Researcher, 20(3), 117–129.
   Google Scholar
• Tobin, K., Ritchie, S., Oakley, J., Mergard, V., & Hudson, P. (2013). Relationships between emotional climate and the fluency of classroom interactions. Learning Environment Research, 16, 71–89. doi: 10.1007/s10984-013-9125-y
   Google Scholar
• Tomas, L., & Ritchie, S. (2012). Positive emotional responses to hybridized writing about a socio-scientific issue. Research in Science Education, 42, 25–49. doi: 10.1007/s11165-011-9255-0
   Web of Science ®Google Scholar
• Turner, J. H. (2002). Face-to-face: Towards a sociological theory of interpersonal behavior. Stanford, CA: Stanford University Press.
   Google Scholar
• Turner, J. H. (2007). Human emotions: A sociological theory. New York, NY: Routledge.
   Google Scholar
• Turner, J. H. (2009). The sociology of emotions: Basic theoretic arguments. Emotion Review, 1, 340–354. doi: 10.1177/1754073909338305
   Web of Science ®Google Scholar
• Tytler, R. (2007). Re-imagining science education: Engaging students in science for Australia's future. (Australian Council for Educational Research). Camberwell: ACER Press.
   Google Scholar
• Zembylas, M. (2002). Constructing generalities of teachers’ emotions in science teaching. Journal of Research in Science Teaching, 39, 79–103. doi: 10.1002/tea.10010
   Web of Science ®Google Scholar
• Zembylas, M. (2004). Emotion metaphors and emotional labor in science teaching. Science Education, 88, 301–324. doi: 10.1002/sce.10116
   Web of Science ®Google Scholar