000			04319cam a2200421Ii 4500
001			BRILL9789004377912
003			nllekb
005			20260610104857.0
007			cr un uuuua
008			181023s2018 ne od eng d
020			_a9789004377912 _q(electronic book)
020			_z9789004377905 _q(print)
024	7		_a10.1163/9789004377912 _2DOI
040			_aNL-LeKB _cNL-LeKB _erda
050		4	_aLB1072 _b.E84 2018
072		7	_aJN _2bicssc
072		7	_aEDU000000 _2bisacsh
082	0	4	_a370.15/34 _223
100	1		_aStephen M. Ritchie; Kenneth Tobin (Volume Editors)
245	0	0	_aEventful Learning, _bLearner Emotions.
264	3	1	_aLeiden, _aBoston: _bBrill | Sense, _c2018.
300			_a1 online resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
505	0	0	_tFront Matter -- _tCopyright page -- _tCONTENTS -- _tEvents in Learning Science / _rStephen M. Ritchie -- _tEmotions in Learning Science / _rJames P. Davis and Alberto Bellocchi -- _tMethodological Bricolage / _rKenneth Tobin -- _tScience Demonstrations as Mediators of Emotional Experiences / _rBELLOCCHI ALBERTO , JAMES P. DAVIS and DONNA KING -- _tNegative Emotional Events During Science Inquiry / _rAlberto Bellocchi -- _tOnline and Face-to-Face Learning in Science / _rAlberto Bellocchi and James P. Davis -- _tThe Resolution of Frustration in Middle School Science Classes / _rLouisa Tomas , Donna King , Senka Henderson , Donna Rigano and Maryam Sandhu -- _t“This Is Not a Sex-Education Class, This Is Biology!” / _rLouisa Tomas and Donna Rigano -- _tCogenerative Dialogue and Classroom Emotional Climate / _rJennifer L. Oakley -- _tManaging Emotions / _rDonna King , Maryam Sandhu , Senka Henderson and Stephen M. Ritchie -- _tLived Experiences of Social Bonds in Science Classrooms / _rAlberto Bellocchi.
520			_aA 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.
650		0	_aAffective education.
650		0	_aLearning, Psychology of.
650		0	_aEmotions and cognition.
650		0	_aEmotions in children.
650		0	_aScience _xStudy and teaching.
776	0	8	_iPrint version: _tEventful Learning: Learner Emotions _dLeiden, Boston : Brill | Sense, 2018, _z9789004377905
830		0	_aBold Visions in Educational Research _v61.
830		0	_aEducational Research E-Books Online, Collection 2018, ISBN: 9789004375666.
856	4		_zDOI: _uhttp://dx.doi.org/10.1163/9789004377912
999			_c16322 _d16322