Emotional learning in socioscientific issues for enhancement of scientific literacy
With Stephen Ritchie, Louisa Tomas, Alberto Bellocchi, & Donna King
Disengagement of middle school students in science and the scientific literacy of young adults are interrelated international concerns. The study aims to engage middle school students imaginatively in current social issues embedded in scientific contexts where the interdependent relationship between cognition and emotion in learning is demonstrated. The study will produce activities designed and tested with collaborating teacher researchers in teaching experiments. Analysis of conversations will help us understand the production of emotion and emotional energy in classroom interactions. Quasi-experiments and time-series experiments will establish a relationship between classroom emotional climate and the achievement of scientific literacy.