Climate Change, Genetically Modified Foods, Airport Body Scanners: Investigating Students’ Emotions Related to Science Topics

• In Event: Poster Session 19
  In Poster Session: Cognitive Processes and Self-Regulated Learning

Abstract

Learning in science classrooms is a complex and dynamic process involving cognitive and affective components. The purpose of this study was threefold: 1) to investigate which topic emotions may be instigated by three controversial science topics; 2) to examine whether the intensity of these emotions changed over time; 3) to analyze if these emotions were related to students’ misconceptions. Participants completed individual interviews and related topic emotions surveys. Topic emotions reported as moderate to strong were: curiosity, interest, anxiety, fear. Results suggested these four emotions increased intensity over time. Moreover, emotional intensity was higher for topics involving more misconceptions as compared with topics involving few misconceptions. Results confirm that controversial science topics may spark strong emotional reactions from learners.

Authors

• Suzanne H. Broughton, Utah State University

• Reinhard Pekrun, University of Essex

• Gale M. Sinatra, University of Southern California