Embodying emotions

Making transactions explicit in science learning contexts

Catherine Milne, Kayla Rubin

Research output: Contribution to journalArticle

Abstract

In this Forum paper we synthesize some of the main ideas from three papers: Auli Orlander and Per-Olof Wickman's (Cult Stud Sci 6, 2011), Bodily experiences in secondary school biology, Roger Sages' (Cult Stud Sci Educ 6, 2011), About Descartes: Uses and misuses, and Steve Alsop's (Cult Stud Sci Educ 6, 2011), The body bites back! These papers challenged us to identify how emotions functioned as elements of bodily experiences in classroom transactions and why science teachers often are not responsive to students' emoting. We also explored how teachers making use of curriculum and companion meanings could support the construction of learning environments that more productively support students' science learning.

Original languageEnglish (US)
Pages (from-to)625-633
Number of pages9
JournalCultural Studies of Science Education
Volume6
Issue number3
DOIs
StatePublished - Sep 2011

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ritual
transaction
emotion
science
learning
teacher
biology
secondary school
experience
learning environment
student
curriculum
classroom

Keywords

  • Companion meanings
  • Curriculum
  • Emotions
  • Mind-body dualism
  • Self-reflexivity

ASJC Scopus subject areas

  • Cultural Studies

Cite this

Embodying emotions : Making transactions explicit in science learning contexts. / Milne, Catherine; Rubin, Kayla.

In: Cultural Studies of Science Education, Vol. 6, No. 3, 09.2011, p. 625-633.

Research output: Contribution to journalArticle

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