Facts and feelings: exploring the affective domain in the learning of physics

Alsop, Steve; Watts, Michael

doi:10.1088/0031-9120/35/2/311

Cited by 37 publications

(23 citation statements)

References 7 publications

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“…These included irradiation confused with contamination, radiation inducing radioactivity in the exposed material, and believing that gamma radiation is the best at penetrating, simply because it is the most energetic. These findings are unique to this study although the last finding has also been reported by Alsop and Watts (2000a) for 16 to 19 year olds studying physics in schools in the |UK.…”

Section: Discussionsupporting

confidence: 62%

“…This affective aspect of radioactivity and ionising radiation appears to have been less rigorously researched than the cognitive. Alsop and Watts (2000a) reported that 16-19 year olds studying physics in schools in the UK gave more rational and less emotive responses than non-science undergraduates, although the differences were not clear-cut. They concluded that studying physics beyond the years of compulsory schooling helps students 'arrive at equilibrium between their wariness of the issues and an informed view of the matters involved ' (p. 138).…”

Section: Introductionmentioning

confidence: 99%

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Pre‐service Teachers’ Subject Knowledge of and Attitudes about Radioactivity and Ionising Radiation

Colclough¹,

Lock

Soares

2010

International Journal of Science Education

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Section: Discussionsupporting

confidence: 62%

Section: Introductionmentioning

confidence: 99%

Pre‐service Teachers’ Subject Knowledge of and Attitudes about Radioactivity and Ionising Radiation

Colclough¹,

Lock

Soares

2010

International Journal of Science Education

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“…Because it is clearly understood that one cannot achieve the intended success unless he stops ignoring the affective features of the students (Seah and Bishop, 2000;Dede and Yaman, 2008;Yenice, Saydam and Telli, 2012). In many of the studies in this field, affective domain skills have also been claimed to have a positive effect on students' achievements (Alsop and Watts, 2000;Chen, 2001., Duit andTreagust, 2003;Cengiz, 2009;Yenice, Saydam and Telli, 2012).…”

mentioning

confidence: 99%

The Evaluation of the Effect of a Newly Designed Computer Game on 7th Grade Students’ Motivation Towards Science and Aggression

Say

Bağ

2017

EURASIA J MATH SCI T

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In this study, it is aimed to design a computer game for the 7th grade Science lesson and evaluate the effect of the computer game on students' motivation and aggression. The quasi-experimental method has been selected as a quantitative method of research. The study group of the research is comprised of 444 7th grade students in total studying in 7 different schools chosen from each region of Turkey. In this context, while there is no interference in one of the two 7th grade classrooms from each school, the other is sustained with a computer game as an additional material to the teaching process. The application proceeded through 2014-2015 academic year. Motivation towards Science and aggression scale have been applied to all groups three times; at the beginning of the first term, at the beginning of the second term and at the end of the second term. As a result of the research, the computer game is found to generate a meaningful difference on behalf of the experimental group and to have no effect on aggression. Computer games meet the deficiencies of a conventional educational system by promoting learning via games and creating an engaging atmosphere helping students increase their motivation.

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“…Alsop and Watts [55] suggest that students' attitudes towards learning topics such as radioactivity is influenced by their emotions towards the effects of radiation on living beings. They argue that our aim should be towards instruction that balances the learning of physics ideas with emotional wariness towards such topics, but they do not investigate how such balance might occur in an actual learning situation, or how the emotions they document become consequential when students are actually learning about the topic.…”

Section: B Learners Conceptual and Epistemological Reasoning Might Bmentioning

confidence: 99%

Exploring the entanglement of personal epistemologies and emotions in students’ thinking

Gupta

Elby

Danielak

2018

Phys. Rev. Phys. Educ. Res.

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Evidence from psychology, cognitive science, and neuroscience suggests that cognition and emotions are coupled. Education researchers have also documented correlations between emotions (such as joy, anxiety, fear, curiosity, boredom) and academic performance. Nonetheless, most research on students' reasoning and conceptual change within the learning sciences and physics and science education research has not attended to the role of learners' emotions in describing or modeling the fine timescale dynamics of their conceptual reasoning. The few studies that integrate emotions into models of learners' cognition have mostly done so at a coarse grain size. In this study, toward the long-term goal of incorporating emotions into models of in-themoment cognitive dynamics, we present a case study of Judy, an undergraduate electrical engineering and physics major. We show that shifts in the intensity of a fine-grained aspect of Judy's emotions, her annoyance at conceptual homework problems, co-occur with shifts in her epistemological stance toward differentiating knowledge about and the practical utility of real circuits and idealized circuit models. We then argue for the plausibility of a cognitive model in which Judy's emotions and epistemological stances mutually affect each other. We end with discussions on how models of learners' cognition that incorporate their emotions are generative for instructional purposes and research on learning.

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Facts and feelings: exploring the affective domain in the learning of physics

Abstract: This article presents the results of a comparative study of two groups of learners. The study explores whether their feelings about a potentially emotive topic-radioactivity in this caseinfluence their approach to learning.

Cited by 37 publications

References 7 publications

Pre‐service Teachers’ Subject Knowledge of and Attitudes about Radioactivity and Ionising Radiation

Pre‐service Teachers’ Subject Knowledge of and Attitudes about Radioactivity and Ionising Radiation

The Evaluation of the Effect of a Newly Designed Computer Game on 7th Grade Students’ Motivation Towards Science and Aggression

Exploring the entanglement of personal epistemologies and emotions in students’ thinking

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