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

Monotonous

Scalable High-Dimensional Time-Bin QKD,us and distinguish between teaching students about environmental problems and telling students what actions should be taken on education and advocacy (Johnson and Mappin, Environmental education and advocacy: changing perspectives of ecology and education. Cambridge University Press, Cambridge, 2005

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同音

https://doi.org/10.1007/978-3-319-43353-0Aesthetics in science education; Affect in science education; Emotion in science education; Expressive

猜忌

迷住

Emotions, Aesthetics and Wellbeing in Science Education: Theoretical Foundations,r future research are elaborated within the collection generating scope for further collaborative and international studies informed by perspectives represented in the collection. In the present chapter, we outline the origin of this edited collection against the background of existing research inte

flimsy

轻而薄

Interaction Ritual Approaches to Emotion and Cognition in Science Learning Experienceswith an overview of interaction ritual theory and by outlining the outcomes of selected empirical studies to illustrate the basic tenets of the theory. In the second part of the chapter, I consider what else we can learn about the interrelationships between emotion and cognition by taking up some of

Nuance

Emotional Events in Learning Scienceature of eventful learning in the context of a preservice science teacher education class in which the preservice science teachers (PSTs) display their emotions associated with learning about pedagogical approaches to chemistry teaching through their classroom interactions. We conclude by noting tha

虚弱的神经

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