Titlebook: Exploring Emotions, Aesthetics and Wellbeing in Science Education Research; Alberto Bellocchi,Cassie Quigley,Kathrin Otrel-Cas Book 2017 S

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G. I. Kanel’,S. V. Razorenov,A. V. Utkinbe known, developing one’s sense of identity in relation to that knowing, and the passions that emerge in an “aesthetic experience” that lays the foundation for future knowing, identity, and passions. Drawing on Dewey’s ideas, Girod, Rau, and Schepige developed the construct “aesthetic understanding

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High-Pressure Shock Compression of Solids V transformation of structures and an associated release of collective emotion. Because emotion is now considered an essential component of learning science in school classrooms, we reframe the construct of an event as a unit of analysis for classroom research in this chapter. In particular, we argue

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Shock Wave and High Pressure Phenomenae everyday science classroom. These tools included a social ontological perspective redefining our sense of human dualism and making it possible to see analogical reasoning from a new perspective. To enhance this perspective, I used ethnomethodology to capture living (in vivo) data and improve my un

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Shock Wave and High Pressure Phenomenatual understanding but also a connection to their place. In this chapter, we discuss this research, as well as present authentic examples from our own case studies that provide further understanding of how place-based pedagogy affects students’ emotional energy in the science classroom. More specifi

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High-Pressure and Low-Temperature Physics and learning. These findings show that what has a major effect on learning and creative expression is when children and young people experience great commitment and passion for what they do. The purpose of this chapter is to address how artistic experiences can greatly facilitate dedication, self-d

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