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ERIC Number: EJ1096214
Record Type: Journal
Publication Date: 2016
Pages: 47
Abstractor: As Provided
ISSN: ISSN-1050-8406
Engaging in Science: A Feeling for the Discipline
Jaber, Lama Z.; Hammer, David
Journal of the Learning Sciences, v25 n2 p156-202 2016
Most accounts of affect and motivation in the science education literature have discussed them as relevant to, but distinct from, disciplinary pursuits. These include Pintrich's seminal work on affective and motivational factors in learning science (P. R. Pintrich, 1999, 2003; P. R. Pintrich & E. De Groot, 1990; P. R. Pintrich, R. W. Marx, & R. A. Boyle, 1993). Our purpose here is to build on those ideas, drawing as well on accounts of scientists' practices (e.g., H. E. Gruber, 1974; E. F. Keller, 1983) and of students' taking up of disciplinary pursuits (R. A. Engle & F. R. Conant, 2002; R. Lehrer, 2009; M. Scardamalia & C. Bereiter, 1991, 2006) to propose that affect and motivation are inherent in the disciplinary practices of science. Thus, we introduce notions of "epistemic" affect and "epistemic" motivation, and we illustrate how these are evident in a case study of a student we have followed from 4th to 7th grade. We consider how this perspective aligns with and contributes to research on interest (e.g., S. Hidi, 2006; S. Hidi, K. A. Renninger, & A. Krapp, 2004; C. Sansone, 2009), and we discuss implications for research and instruction in science education. We argue that part of what should happen in the science class is to cultivate students' feelings and motivations within the discipline.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 0732233