“I was proud of myself that I didn’t give up and I did it”: Experiences of pride and triumph in learning science

Bellocchi, Alberto & Ritchie, Stephen M. (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, 99(4), pp. 638-668.

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The role that specific emotions, such as pride and triumph, play during instruction in science education is an under-researched field of study. Emotions are recognized as central to learning yet little is known about the way in which they are produced in naturalistic settings, how emotions relate to classroom learning during interactions, and what antecedent factors are associated with emotional experiences during instruction. Data sources for the study include emotion diaries, student written artifacts, video recordings of class interactions, and interviews. Emotions produced in the moment during classroom interactions are analyzed from video data and audio data through a novel theoretical framework related to the sociology of human emotions. These direct observations are compared with students’ recollected emotional experiences reported through emotion diaries and interviews. The study establishes links between pride and triumph within classroom interactions and instructional tasks during learning episodes in a naturalistic setting. We discuss particular classroom activities that are associated with justified feelings of pride and triumph. More specifically, classroom events associated with these emotions were related to understanding science concepts, social interactions, and achieving success on challenging tasks.

Impact and interest:

3 citations in Scopus
3 citations in Web of Science®
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25 since deposited on 27 Apr 2015
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ID Code: 80299
Item Type: Journal Article
Refereed: Yes
Keywords: Science education, conceptual understanding, emotional change, emotion, affect, pride, triumph, anger, frustration, irritation, teaching, learning, energy, emotion diary, sociology of emotion, conceptual change, learning science, social bond, social interaction, microsociology, emotional experience, affective experience, emotional response, emotional development, emotional patterns, emotional attitudes, affective behaviour, affective measures, affective education
DOI: 10.1002/sce.21159
ISSN: 1098-237X
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Science Technology and Engineering Curriculum and Pedagogy (130212)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > OTHER EDUCATION (139900) > Education not elsewhere classified (139999)
Divisions: Current > Schools > School of Teacher Education & Leadership
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2015 John Wiley & Sons Inc
Deposited On: 27 Apr 2015 23:00
Last Modified: 13 Jul 2016 07:19

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