Temporality of emotion : Antecedent and successive variants of frustration when learning chemistry

Journal article


King, Donna, Ritchie, Stephen M., Sandhu, Maryam, Henderson, Senka and Boland, Ben. (2017). Temporality of emotion : Antecedent and successive variants of frustration when learning chemistry. Science Education. 101(4), pp. 639-672. https://doi.org/10.1002/sce.21277
AuthorsKing, Donna, Ritchie, Stephen M., Sandhu, Maryam, Henderson, Senka and Boland, Ben
Abstract

Learning science in the middle years can be an emotional experience. In this study, we explored ninth-grade students’ discrete emotions expressed during science activities in a 9-week unit on chemistry. Individual student's emotions were analyzed through multiple data sources including classroom videos, interviews, and emotions diaries completed at the end of each lesson. Results from three representative students are presented as cases within a case study. Using a theoretical perspective drawn from theories of emotions founded in sociology, three assertions emerged. First, students experienced frustration when learning new chemistry concepts. Second, frustration was resolved through student–student and teacher–student interactions. Third, frustration was transformed when students were afforded time to revisit new concepts. Furthermore, the teacher's identification of students’ emotions enabled differentiation of learning through individualized interactions. Finally, we explain how the temporality of emotions emerged as an important phenomenon and suggest an elaboration to Turner's theorization of emotions.

Year2017
JournalScience Education
Journal citation101 (4), pp. 639-672
PublisherWiley-Liss Inc.
ISSN0036-8326
Digital Object Identifier (DOI)https://doi.org/10.1002/sce.21277
Scopus EID2-s2.0-85018757105
Research or scholarlyResearch
Page range639-672
FunderAustralian Research Council (ARC)
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online04 May 2017
Publication process dates
Accepted14 Feb 2017
Deposited16 Jul 2021
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDARC/LP110200368
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