Managing emotions: Outcomes of a breathing intervention in year 10 science
Description
Learning science can be an emotional experience. Recent research reveals that middle-years students experience negative emotions such as frustration and anxiety while learning science. Strategies to help students manage their emotions in science classes are emerging, but require further investigations to ascertain their effectiveness. In this study, an intervention, which adopted short deep breathing exercises to help students manage their emotions was trialled in a Year 10 science class. The aim of the study was to determine students’ emotional responses as well as the practicalities for implementing such an intervention. We conducted research using an ethnographic case study method where the teacher implemented short episodes of deep breathing exercises with students during each science lesson for seven weeks. Salient themes emerged from the analysis of video and audio files, field notes, students’ emotion diaries, 19 individual student interviews, and two teacher interviews. We present one main finding in this chapter; that is, students who experienced the negative emotions of frustration/anxiety reported that the breathing exercises changed their emotions. On the basis of this finding we suggest that teachers could use deep breathing exercises to help students experiencing negative emotions in class to ameliorate their emotions.
Impact and interest:
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ID Code: | 118389 | ||||
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Item Type: | Chapter in Book, Report or Conference volume (Chapter) | ||||
Series Name: | Bold Visions in Educational Research | ||||
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Measurements or Duration: | 24 pages | ||||
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Keywords: | deep breathing, emotion regulation, emotions, middle-school science | ||||
DOI: | 10.1163/9789004377912_010 | ||||
ISBN: | 978-90-04-37790-5 | ||||
Pure ID: | 33308196 | ||||
Divisions: | Past > QUT Faculties & Divisions > Faculty of Education Current > Schools > School of Teacher Education & Leadership |
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Copyright Owner: | Consult author(s) regarding copyright matters | ||||
Copyright Statement: | This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recognise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to qut.copyright@qut.edu.au | ||||
Deposited On: | 18 Jun 2018 01:19 | ||||
Last Modified: | 27 Jun 2024 14:44 |
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