written by Jennifer Radoff, Lama Z. Jaber, and David Hammer

We interviewed a college freshman engineering student, "Marya," after she completed her first semester in a reformed introductory physics course. We found that she experienced a drastic shift in her feelings and approach to learning physics. In particular, she first felt anxious about not knowing the right answer, but as she came to see physics as a sense-making pursuit, she felt at ease and eventually excited to approach a new and unknown challenge. In this paper, we introduce the construct of meta-affective learning, and illustrate it using data from Marya's interview and coursework. Finally, we argue that meta-affective learning was an important part of Marya's physics learning that persisted long past her completion of the course.

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Last Modified November 30, 2016

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