Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
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Exploring the Epistemic Emotions of Elementary-School Students and the Cognitive Appraisal Factors Leading Their Emotions in the Process of Scientific Knowledge Exploration

과학적 지식 탐색 과정에서 초등학생들의 인식적 정서와 이를 이끄는 인지적 평가 요인 탐색

  • Received : 2019.11.12
  • Accepted : 2019.11.20
  • Published : 2019.11.30
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Abstract

This study explores the types of epistemic emotions that elementary-school students experience in science classes and the cognitive appraisal factors that affect these emotions. Thirty-two fourth-grade students of an elementary school in Gyeonggi-do, South Korea, participated in 20 science periods and wrote emotional diaries at the end of each class. In addition, the researcher conducted follow-up interviews to investigate the types of cognitive appraisal factors that caused the students to experience specific epistemic emotions that were recorded in their emotional diaries. The emotional diaries and interview data were analyzed using the constant comparative method of qualitative analysis. As a result, it was found that students experienced various positive and negative epistemic emotions. In addition, the cognitive appraisal factors experienced by the students were categorized into curriculum knowledge, experimental materials, experimental content, students, teachers, themselves, and integrated factors. We discussed that students' epistemic emotions are constructed cognitively and socially and that students inevitably experience negative epistemic emotions during science classes.

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References

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