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.

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Abstract

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

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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: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Secondary Education (130106)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy Theory and Development (130202)
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) > SPECIALIST STUDIES IN EDUCATION (130300) > Learning Sciences (130309)
Australian and New Zealand Standard Research Classification > STUDIES IN HUMAN SOCIETY (160000) > SOCIOLOGY (160800) > Sociological Methodology and Research Methods (160807)
Australian and New Zealand Standard Research Classification > STUDIES IN HUMAN SOCIETY (160000) > SOCIOLOGY (160800) > Sociology of Education (160809)
Australian and New Zealand Standard Research Classification > PHILOSOPHY AND RELIGIOUS STUDIES (220000) > PHILOSOPHY (220300) > Epistemology (220304)
Divisions: Current > Schools > School of Teacher Education & Leadership
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2016 Springer
Deposited On: 13 Jul 2016 00:05
Last Modified: 10 Feb 2017 13:52

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