“This is really frying my brain!”: How affect supports inquiry in an online learning environment
Published: 2019
Publication Name: Research in Science Education
Publication URL: https://doi.org/10.1007/s11165-019-09884-y
Abstract:
There is increased attention in science education worldwide on engaging learners not only in learning content but also in doing science in ways that align with scientists’ experiences (e.g. Berland et al. 2015; Ford 2015; Manz 2012; National Research Council (NRC) 2011, OECD 2016; Office of the Chief Scientist 2014). The aim is for learners to experience and view science as an opportunity to make sense of natural phenomena (Ford 2005; Kapon 2017; Passmore 2014; Scardamalia and Bereiter 2006) and to understand how various scientific practices function as part of an overarching pursuit of understanding (Driver et al. 2000; Hammer et al. 2008; Manz 2015; Tang et al. 2010).
This shift towards learning science by doing science has motivated researchers to examine what gets learners engaged and invested in scientific inquiry in order to better support their learning. Emerging research highlights the salience of affect, such as excitement, frustration, and puzzlement, in instigating scientific explorations (e.g. Bellocchi and Ritchie 2015; Fortus 2014; Gupta et al. 2018; Jaber and Hammer 2016a; Siry and Brendel 2016). While this line of work provides much needed insight into the role of affect in science learning in face-to-face settings, not much research has examined affective dynamics in online science learning environments. This research is becoming particularly pressing given the proliferation of online learning, motivating our exploration of affect in the context of an online science course as part of a professional development program for teachers.
Jaber, L. Z., Hufnagel, E., & Radoff, J. (2019). “This is really frying my brain!”: How affect supports inquiry in an online learning environment. Research in Science Education, 51(5), 1223–1246. https://doi.org/10.1007/s11165-019-09884-y