Learning to Feel Like a Scientist

• In Event: Learning Sciences Perspectives on Framing, Affect, and Epistemologies

Abstract

This paper argues that affect is central to scientific pursuits. To motivate this claim, we review accounts of scientists’ practices that suggest that science involves the activation of affective resources, such as excitement for ideas, annoyance at inconsistencies, empathy with the object of inquiry, and persistence in the face of challenges. We then discuss a case study from a fourth grade science classroom which shows that (1) children can experience disciplinary feelings similar to those of scientists; (2) these feelings are closely entwined with the conceptual and epistemological substance of student engagement; and (3) they are consequential to inquiry. Affect, we contend, is integral to scientific practices, and learning science is in part learning how to feel like a scientist.

Authors

• Lama Ziad Jaber, Tufts University

• David Hammer, Tufts University