Front Matter -- Copyright page -- CONTENTS -- Events in Learning Science / Stephen M. Ritchie -- Emotions in Learning Science / James P. Davis and Alberto Bellocchi -- Methodological Bricolage / Kenneth Tobin -- Science Demonstrations as Mediators of Emotional Experiences / BELLOCCHI ALBERTO , JAMES P. DAVIS and DONNA KING -- Negative Emotional Events During Science Inquiry / Alberto Bellocchi -- Online and Face-to-Face Learning in Science / Alberto Bellocchi and James P. Davis -- The Resolution of Frustration in Middle School Science Classes / Louisa Tomas , Donna King , Senka Henderson , Donna Rigano and Maryam Sandhu -- “This Is Not a Sex-Education Class, This Is Biology!” / Louisa Tomas and Donna Rigano -- Cogenerative Dialogue and Classroom Emotional Climate / Jennifer L. Oakley -- Managing Emotions / Donna King , Maryam Sandhu , Senka Henderson and Stephen M. Ritchie -- Lived Experiences of Social Bonds in Science Classrooms / Alberto Bellocchi.

A rich array of social and cultural theories constitutes a solid foundation that affords unique insights into teaching and learning science and learning to teach science. The approach moves beyond studies in which emotion, cognition, and context are often regarded as independent. Collaborative studies advance theory and resolve practical problems, such as enhancing learning by managing excess emotions and successfully regulating negative emotions. Multilevel studies address a range of timely issues, including emotional energy, discrete emotions, emotion regulation, and a host of issues that arose, such as managing negative emotions like frustration and anxiety, dealing with disruptive students, and regulating negative emotions such as frustration, embarrassment, disgust, shame, and anger. A significant outcome is that teachers can play an important role in supporting students to successfully regulate negative emotions and support learning. The book contains a wealth of cutting edge methodologies and methods that will be useful to researchers and the issues addressed are central to teaching and learning in a global context. A unifying methodology is the use of classroom events as the unit for analysis in research that connects to the interests of teacher educators, teachers, and researchers who can adapt what we have done and learned, and apply it in their local contexts. Event-oriented inquiry highlights the transformative potential of research and provides catchy narratives and contextually rich events that have salience to the everyday practices of teachers, teacher educators, and researchers. Methods used in the research include emotion diaries in which students keep a log of their emotions, clickers to measure in-the-moment emotional climate, and uses of cogenerative dialogue, which caters to diverse voices of students and teachers.