Affect in Learning Science

Alsop, Steve

doi:10.1007/978-94-007-6165-0_85-2

Encyclopedia of Science Education 2014

DOI: 10.1007/978-94-007-6165-0_85-2

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Affect in Learning Science

Steve Alsop

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2015

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Encountering science education’s capacity to affect and be affected

Alsop

2015

Cult Stud of Sci Educ

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What might science education learn from the recent affective turn in the humanities and social sciences? Framed as a response to Michalinos Zembylas's article, this essay draws from selected theorizing in affect theory, science education and science and technology studies, in pursuit of diverse and productive ways to talk of affect within science education. These discussions are framed by desires to transcend traditional epistemic boundaries and practices. The article concludes offering some associated ambiguities and tensions involved.Keywords Affect Á Science Á Pedagogy Critique attuned to the worlding of the refrain is a burrowing into the generativity of what takes form, hits the senses, shimmers. Concepts built in this way score the trajectories of a worlding's looping refrains, its potentialities, and attach themselves to the living out of what is singular and proliferative in a scene or moment, to what is accrued, sloughed off, realized, imagined, enjoyed, hated, brought to bear or just born in a compositional present (Stewart 2010, p. 337).

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Encountering science education’s capacity to affect and be affected

Alsop

2015

Cult Stud of Sci Educ

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Affect in Learning Science

Cited by 1 publication

References 5 publications

Encountering science education’s capacity to affect and be affected

Encountering science education’s capacity to affect and be affected

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