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James P. Davis and Alberto Bellocchi

Emotion research is now a well-established and expanding sub-field of science education research ( Bellocchi, Quigley, & Otrel-Cass, 2017 ). Despite some early efforts in the study of affect (e.g., Alsop, 2005 ), a more general construct than emotion, the field of science education has taken

Managing Emotions

Outcomes of a Breathing Intervention in Year 10 Science


Donna King, Maryam Sandhu, Senka Henderson and Stephen M. Ritchie

, Maryam Sandhu and Ben Boland (2017) conducted a study in a middle-years science classroom that showed managing students’ emotions is necessary because negative emotions such as frustration and anxiety can impact negatively on students’ learning, concentration, and confidence to persist with challenges

“This Is Not a Sex-Education Class, This Is Biology!”

Students’ Regulation of Their Emotions in Science


Louisa Tomas and Donna Rigano

Science in schools is often portrayed as a purely cognitive endeavor; yet, affective dimensions such as interest, attitudes, values and emotions play a central role in learning and teaching, and in supporting students’ wellbeing in educational settings ( Bellocchi, Quigley, & Otrel-Cass, 2017


Stephen M. Ritchie

Events and Emotion Throughout history events have evoked strong emotional responses by those who experience the event directly or vicariously. The terrorist attack on New York in 2001 (i.e., 9/11) caused fear, followed by anger and deep sorrow once we understood what had happened. In contrast


Louisa Tomas, Donna King, Senka Henderson, Donna Rigano and Maryam Sandhu

students’ waning interest, particularly in light of the concerns surrounding students’ disenchantment with school science ( Osborne, Simon, & Collins, 2003 ). While the embodiment of strong emotions about a science topic can lead to increased interest and continued engagement in science ( Collins, 2004

Dealing with Emotions

A Pedagogical Challenge to Innovative Learning


Edited by Birthe Lund and Tatiana Chemi

Education is always evolving, consistently with a society in flux. So transformations in learning and pedagogy are necessary. These endless, rapid changes in pedagogy influence students and educators in a variety of ways and awake diverse emotions, from happiness to fear, from joy to anger. Emotions are proven to influence the ways students interact with the world. In the present book, the authors reflect on emotions and education from multiple perspectives: the socio-cultural perspective that looks at interactions among individuals, the creation and recreation of the self and others, the study of collaboration, change processes (transformative learning) and aesthetic and creative learning processes. The purpose of this volume is to reflect on students’ and educators’ emotional responses. The construction of a safe, stimulating learning climate is essential in innovative learning processes - emotional interactions, student-teacher relations and student-student interaction lay the foundation for collaboration and deep learning. The present book offers empirical documentation and theoretical reflections on how pedagogical and educational changes might challenge or facilitate learning for students and educators.


Alberto Bellocchi, Kathy Mills, Rebecca Olson, Roger Patulny and Jordan Mckenzie

. Emotions such as fear, worthlessness and being sick in the stomach are not uncommon and some teachers have begun collecting undesirable experiences in web-logs 1 . Public disclosures about traumatic circumstances of teachers’ work reveal the highly emotional nature of the job. They may also represent a

Kaitlyn Culp

regulate and understand their feelings. This text set focuses on how artists use color to portray emotions, feelings, thoughts, and/or ideas. By using the resources and activities listed in this text set, students will have the opportunity to delve deeper into their emotions and explore how to communicate


Edited by Lynn A. Bryan and Kenneth Tobin

Critical Issues and Bold Visions for Science Education contains 16 chapters written by 32 authors from 11 countries. The book is intended for a broad audience of teachers, teacher educators, researchers, and policymakers. Interesting perspectives, challenging problems, and fresh solutions grounded in cutting edge theory and research are presented, interrogated, elaborated and, while retaining complexity, offer transformative visions within a context of political tensions, historical legacies, and grand challenges associated with Anthropocene (e.g., sustainability, climate change, mass extinctions).

Within overarching sociocultural frameworks, authors address diverse critical issues using rich theoretical frameworks and methodologies suited to research today and a necessity to make a difference while ensuring that all participants benefit from research and high standards of ethical conduct. The focus of education is broad, encompassing teaching, learning and curriculum in pre-k-12 schools, museums and other informal institutions, community gardens, and cheeseworld. Teaching and learning are considered for a wide range of ages, languages, and nationalities. An important stance that permeates the book is that research is an activity from which all participants learn, benefit, and transform personal and community practices. Transformation is an integral part of research in science education.

Contributors are: Jennifer Adams, Arnau Amat, Lucy Avraamidou, Marcília Elis Barcellos, Alberto Bellocchi, Mitch Bleier, Lynn A. Bryan, Helen Douglass, Colin Hennessy Elliott, Alejandro J. Gallard Martínez, Elisabeth Gonçalves de Souza, Da Yeon Kang, Shakhnoza Kayumova, Shruti Krishnamoorthy, Ralph Levinson, Sonya N. Martin, Jordan McKenzie, Kathy Mills, Catherine Milne, Ashley Morton, Masakata Ogawa, Rebecca Olson, Roger Patulny, Chantal Pouliot, Leah D. Pride, Anton Puvirajah, S. Lizette Ramos de Robles, Kathryn Scantlebury, Glauco S. F. da Silva, Michael Tan, Kenneth Tobin, and Geeta Verma.


Ruiz Xicoténcatl Martínez

Polysemic What elements make up the unconventional educational ideal of the poet? What relationship exists between poetry, education and emotions? What is educational poetics founded upon? How does poetic creation merge with educational purposes? The answers to my questions can be found in various