With the exception of extensive research on test anxiety, research on emotions experienced by teachers and students in classrooms is still in its infancy. In particular, little research has explored the emotional arousal of classroom participants in the teaching and learning of specific subject matter such as science (Rosiek and Beghetto 2009). However, overall, it is now clear that emotions have a profound effect on students’ and teachers’ interest, engagement, performance, and achievement. In short, emotions appear to be central to understanding teaching and learning (Pekrun and Schutz 2007). Moreover, the centrality of emotions to daily life is evident in the realization that every dimension of society is held together or ripped apart by emotional arousal (Turner 2007).
Defining emotionhas been an elusive challenge because it can be studied from a variety of theoretical perspectives. Emotions can be viewed as the complex of causal effects among four interrelated elements, namely,...
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References
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Rosiek J, Beghetto RA (2009) Emotional scaffolding: the emotional and imaginative dimensions of teaching and learning. In: Schutz PA, Zembylas M (eds) Advances in teacher emotion research. The impact on teachers’ lives. Springer, New York, pp 175–194
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Ritchie, S. (2014). Emotion and the Teaching and Learning of Science. In: Gunstone, R. (eds) Encyclopedia of Science Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6165-0_347-5
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DOI: https://doi.org/10.1007/978-94-007-6165-0_347-5
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Emotion and the Teaching and Learning of Science- Published:
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DOI: https://doi.org/10.1007/978-94-007-6165-0_347-5
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DOI: https://doi.org/10.1007/978-94-007-6165-0_347-4