The Messy Joy of Doing Science: Epistemic Affect in Pre-Service Science Teacher Learning

• In Event: AERA Poster Session Saturday 7:45 am
  In Poster Session: Orienting to Affect, Culture, and Language in Science Teaching and Learning

Abstract

This microethnography investigates how pre-service secondary science teachers express and enact epistemic affect, agency, authority, and empathy through inquiry-based science activities. Grounded in the Next Generation Science Standards, this study highlights the central role of emotions—such as uncertainty, frustration, joy, and pride—in shifting epistemologies toward viewing science as a dynamic, collaborative process. Using video as the primary data source in one science teaching methods course, this study suggests that experiencing the epistemic affect of science fosters agentic science practices and generates empathy for future students. Additionally, pre-service teachers also gain a deeper understanding of the affective dimensions of learning. This study underscores the importance of addressing emotion in science teacher preparation as a powerful learning tool for future teachers.

Author

• Elizabeth Finlayson Harris, Stanford University