Interaction ritual approaches to emotion and cognition in science learning experiences

Bellocchi, Alberto (2017) Interaction ritual approaches to emotion and cognition in science learning experiences. In Bellocchi, Alberto, Quigley, Cassie, & Otrel-Cass, Kathrin (Eds.) Exploring Emotions, Aesthetics and Wellbeing in Science Education Research. Springer, Dordrecht, The Netherlands, pp. 85-105.

View at publisher


Learning science involves situated social practices that are inherently emotional. Despite this fact, research in science education has focused predominantly on learning as a cognitive process with scant attention directed at emotion in the past. There are now a growing number of studies of emotion and affect partly due to international concerns regarding student disaffection with school science. In this chapter, I discuss theoretical orientations to the sociology of emotion that have attracted increasing interest from science education researchers in recent years. In particular, interaction ritual theory has provided a way forward for understanding science learning as an emotional and situated social practice. Fruitful perspectives about emotional engagement have been developed from its application in empirical studies of school and preservice teacher education classes. I begin with an overview of interaction ritual theory and by outlining the outcomes of selected empirical studies to illustrate the basic tenets of the theory. In the second part of the chapter, I consider what else we can learn about the interrelationships between emotion and cognition by taking up some of the roots of interaction ritual theory in Emilé Durkheim’s social epistemology of knowledge. From this foundation, I propose in the third part of the chapter a microsociology of learning as a fruitful direction for research on learning experiences. Exploring Emotions, Aesthetics and Wellbeing in Science Education Research

Impact and interest:

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

ID Code: 95850
Item Type: Book Chapter
Additional URLs:
Keywords: emotion, social relationships, social bonds, affect, classroom interactions, learning science, sociology of emotions, Durkheim, interaction ritual theory, social epistemology, emotional experience, emotional response, emotional development, emotional patterns, emotional attitudes, affective behaviour, affective measures, affective education, HERN
DOI: 10.1007/978-3-319-43353-0_5
ISBN: 9783319433516
Subjects: ?? 130106 ??
?? 130202 ??
?? 130212 ??
?? 130309 ??
?? 160807 ??
?? 160809 ??
?? 220304 ??
Divisions: ?? curriculum-130800 ??
?? fac_edu ??
Copyright Owner: Copyright 2016 Springer
Deposited On: 13 Jul 2016 00:05
Last Modified: 18 Jan 2017 03:18

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page