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“This is Really Frying My Brain!”: How Affect Supports Inquiry in an Online Learning Environment

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Fig. 1
Fig. 2

Notes

  1. Details about the participants’ educational and teaching backgrounds are included in Appendix 1.

  2. In another paper (Finkelstein, Jaber & Dini, 2019), we examine the role of the in-person interactions, especially with respect to the relational dynamics and their role in fostering a culture of trust and a sense of community among the group.

  3. Including any posts instructors wrote in response to a participant’s post, for context.

  4. All names are pseudonyms.

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Acknowledgements

This work was supported in part by the National Science Foundation under Grant No. DRL 1119321, “InterLACE: Interactive Learning and Collaboration Environment.” The views expressed here are those of the authors and are not necessarily endorsed by the foundation. The authors would like to thank David Hammer and Vesal Dini who were instrumental in conceptualizing, designing, and implementing the online science program that made this research possible. We are also grateful to the editor and anonymous reviewers from Research in Science Education for their valuable feedback on this manuscript. Most importantly, we deeply thank the teachers who participated in this project.

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Authors and Affiliations

  1. School of Teacher Education, Florida State University, Stone Building, G119, Tallahassee, FL, 32308, USA

    Lama Z. Jaber

  2. School of Learning and Teaching, University of Maine, 5766 Shibles Hall, Orono, ME, 04469, USA

    Elizabeth Hufnagel

  3. Department of Physics, University of Maryland, College Park, John S. Toll Physics Building, 1326, College Park, MD, 20742, USA

    Jennifer Radoff

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  1. Lama Z. Jaber
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  2. Elizabeth Hufnagel
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Correspondence to Lama Z. Jaber.

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Appendix

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Table 1 Summary of participants’ profiles
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Jaber, L.Z., Hufnagel, E. & Radoff, J. “This is Really Frying My Brain!”: How Affect Supports Inquiry in an Online Learning Environment. Res Sci Educ 51, 1223–1246 (2021). https://doi.org/10.1007/s11165-019-09884-y

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