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Abstract Title: Integrating emotions into fine-grained accounts of students' reasoning
Abstract: Many prominent lines of research on student's reasoning and conceptual change within learning sciences and physics education research have not attended to the role of learners' affect or emotions in the dynamics of their conceptual reasoning. This is despite evidence that emotions are deeply integrated with cognition and documented associations between emotions and academic performance. In this presentation, I will present the case for a research program aimed at integrating affect with models of learners' cognition. I will present a case-study to argue that in physics learning environments learners' emotions can be intertwined with the unfolding conceptual and epistemological reasoning at fine time-scales. This case-study draws on video-taped interactions of a small group of students working on a physics tutorial. The analysis of the conceptual and epistemological substance of students' talk and the associated emotions draws on a combination of methodologies from knowledge analysis, interaction analysis, and conversation analysis traditions. I will also briefly discuss some of the current research on learners' affect being pursued within the PER community. I will end with implications for research, curriculum development, and teaching.
Abstract Type: Plenary

Author/Organizer Information

Primary Contact: Ayush Gupta
University of Maryland