Exploring Emotions, Aesthetics and Wellbeing in Science Education Research

294 Pages·2017·4.61 MB·English

by  Alberto Bellocchi

Cultural Studies of Science Education 13
Alberto Bellocchi
Cassie Quigley
Kathrin Otrel-Cass E ditors
Exploring Emotions,
Aesthetics and
Wellbeing in Science
Education Research
Cultural Studies of Science Education
Volume 13
Series editors
Kenneth Tobin, City University of New York The Graduate Centre,
New York, USA
Catherine Milne, Department of Teaching and Learning, New York University
The Steinhardt School of Culture, Education, New York, USA
Christina Siry, Faculty of Language and Literature, Huma,
University of Luxembourg, Walferdange, Luxembourg
Michael P. Mueller, College of Education, University of Alaska Anchorage,
Anchorage, Alaska, USA
The series is unique in focusing on the publication of scholarly works that employ
social and cultural perspectives as foundations for research and other scholarly
activities in the three fi elds implied in its title: science education, education, and
social studies of science.
The aim of the series is to establish bridges to related fi elds, such as those
concerned with the social studies of science, public understanding of science,
science/technology and human values, or science and literacy. C ultural Studies of
Science Education, the book series explicitly aims at establishing such bridges and
at building new communities at the interface of currently distinct discourses. In this
way, the current almost exclusive focus on science education on school learning
would be expanded becoming instead a focus on science education as a cultural,
cross-age, cross-class, and cross-disciplinary phenomenon.
The book series is conceived as a parallel to the journal C ultural Studies of
Science Education , opening up avenues for publishing works that do not fi t into the
limited amount of space and topics that can be covered within the same text.
More information about this series at h ttp://www.springer.com/series/8286
Alberto Bellocchi • Cassie Quigley
Kathrin Otrel-Cass
Editors
Exploring Emotions,
Aesthetics and Wellbeing
in Science Education
Research
Editors
Alberto Bellocchi Cassie Quigley
Faculty of Education Department of Teaching and Learning
Queensland University of Technology College of Education
Brisbane , QLD , Australia Clemson University
Clemson , SC , USA
Kathrin Otrel-Cass
Department of Learning and Philosophy
Aalborg University
Aalborg , Denmark
ISSN 1879-7229 ISSN 1879-7237 (electronic)
Cultural Studies of Science Education
ISBN 978-3-319-43351-6 ISBN 978-3-319-43353-0 (eBook)
DOI 10.1007/978-3-319-43353-0
Library of Congress Control Number: 2016955693
© Springer International Publishing Switzerland 2017
T his work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of
the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation,
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storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology
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T he use of general descriptive names, registered names, trademarks, service marks, etc. in this publication
does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant
protective laws and regulations and therefore free for general use.
T he publisher, the authors and the editors are safe to assume that the advice and information in this book
are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the
editors give a warranty, express or implied, with respect to the material contained herein or for any errors
or omissions that may have been made.
Printed on acid-free paper
This Springer imprint is published by Springer Nature
The registered company is Springer International Publishing AG Switzerland
Contents
1 Emotions, Aesthetics and Wellbeing in Science Education:
Theoretical Foundations ......................................................................... 1
Alberto Bellocchi , Cassie F. Quigley , and Kathrin Otrel-Cass
Part I Aesthetics in Science Education
2 Back to the Drawing Board: Examining the Philosophical
Foundations of Educational Research on Aesthetics
and Emotions ........................................................................................... 9
Per-Olof Wickman
3 Taste for Science: A Bourdieu-Pragmatism Approach
to Interest, Aesthetics and Learning ...................................................... 39
Per Anderhag
4 The Heart of the Educator: Aesthetic Experience
Shaping Knowledge, Identity, and Passion ........................................... 55
Linda Hobbs and Leissa Kelly
Part II Emotion and Affect in Science Education
5 Interaction Ritual Approaches to Emotion and Cognition
in Science Learning Experiences ........................................................... 85
Alberto Bellocchi
6 Emotional Events in Learning Science.................................................. 107
Stephen M. Ritchie and Jennifer Beers Newlands
7 Emotions, Social Beings, and Ethnomethods: Understanding
Analogical Reasoning in Everyday Science Classrooms ..................... 121
James P. Davis
v
vi Contents
8 Our Neighborhood: A Place for Heightening Emotional
Energy in Science Education .................................................................. 141
Kristin Cook and Gayle Buck
9 Emotions: Connecting with the Missing Body ..................................... 165
Liv Kondrup Kristensen and Kathrin Otrel-Cass
10 Interest and Emotions in Science Education ........................................ 187
Morten Rask Petersen and Niels Bonderup Dohn
11 Science and the Arts: Curriculum Integration, Learning,
and Emotions in Schools ......................................................................... 203
Tatiana Chemi
Part III Wellness and Wellbeing in Science Education
12 Jin Shin Jyutsu and Ameliorating Emotion,
Enhancing Mindfulness, and Sustaining Productive
Learning Environments .......................................................................... 221
Kenneth Tobin , Konstantinos Alexakos , Anna Malyukova ,
and Al-Karim H. Gangji
13 The Role of Care in Environmental Education .................................... 249
Cassie F. Quigley and Renée Lyons
14 Afterword: Science Education and Promises of Aesthetics,
Emotion and Wellbeing .......................................................................... 269
Steve Alsop
Index ................................................................................................................. 287
About the Editors and Contributors
Editors
Alberto Bellocchi i s a researcher and academic at the Queensland University of

Technology, Brisbane, Australia. He is currently a recipient of a 3-year funded
research fellowship focusing on the interplay between social bonds and learning sci-
ence. His broader research programme addresses teaching and learning within uni-
versity pre-service teacher education classes and high school science classrooms.
Cassie F. Quigley is an associate professor of science education at Clemson

University. Her research works to expand the participation in and perspectives of
science. In doing so, her work is community- and place-based. To date, she has
explored these questions in a variety of settings, focusing attention on specifi c
places to potentially broaden the scope of whose knowledge garners value in scien-
tifi c and science education communities.
Kathrin Otrel-Cass is professor MSO (with special responsibilities) in visual eth-

nography at the Department of Learning and Philosophy at Aalborg University. She
is an experienced science and technology education researcher primarily in
classroom- based settings with a particular interest in the study of interactions and
what this means for teaching practices and critical education research.
vii
viii About the Editors and Contributors
Contributors
Konstantinos Alexakos is a professor in the School

of Education at Brooklyn College (CUNY) and at the
Graduate Center at CUNY. His interests include
teaching and learning with a focus on emotions, mind-
fulness and wellness, including emotional bonds and
fi ctive kinships (close personal friendships), coteach-
ing, radical listening, cogenerative dialogues, emo-
tional climate, breathing and mindful practices, with
the goals of improving learning and teaching, personal
wellness and the emotional climate in the classroom, as well as creating safe spaces
for discussing challenging topics, valuing difference and learning from each other.
Steve Alsop i s a professor and director of the graduate

diploma in environmental sustainability in the Faculty of
Education. He teaches courses and supervises graduate
students in the fi elds of education, science and technol-
ogy studies, environmental sustainability and interdisci-
plinary studies. Steve has held a series of administrative
appointments including associate dean (Research and
Professional Development, York University), teaching
studies area coordinator (Science, Roehampton Institute,
University of Surrey, UK) and head of physics
(Haverstock School, London, UK) and a series of honor-
ary positions at the Froebel Institute, Roehampton
University and the Universidad Baja California, Mexico.
Per Anderhag has a PhD in science education and is

working with school science development at Education
Administration, City of Stockholm. His research inter-
est is the difference teaching can make for students’
interest and learning in science.
Alberto Bellocchi i s a researcher and academic at the

Queensland University of Technology, Brisbane,
Australia. He is the recipient of a 3-year funded research
fellowship focusing on the interplay between social
bonds and learning in science. His broader research
programme focuses on learning and teaching science at
high school science and in university pre-service teacher
education classes and the role of emotions in learning.
About the Editors and Contributors ix
Gayle Buck i s a professor of science education at

Indiana University. Her scholarship and teaching fore-
grounds relationships across learner diversity and sci-
ence. Her research focuses on student populations
traditionally underserved by science education and
neglected epistemological assumptions in science
teaching and learning.

Tatiana Chemi i s an associate professor at Aalborg

University. She is the chair of Educational Innovation,
where she works in the fi eld of artistic learning and
creative processes. She is currently involved in research
projects examining artistic creativity, arts-integrated
educational designs in schools and the role of emotions
in learning. In 2013, Aalborg University Press named
her Author of the Year.
Kristin Cook is an assistant professor of science

education at Bellarmine University. She received her
PhD at Indiana University in curriculum and instruc-
tion, specializing in science education and environ-
mental science. Kristin’s research focuses on
engaging students and pre-service teachers with the
community of science through exploration of socio-
scientifi c issues.

James P. Davis i s a researcher and lecturer at the

Queensland University of Technology, Brisbane,
Australia. James has a background in qualitative and
quantitative research in health and science education.
His current research focuses on analogical reasoning
in science teaching and learning, the sociology of
emotions in school science, micro-sociology and
ethnomethodology.