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Davidson, Shannon G.; Jaber, Lama Z.; Southerland, Sherry A. – Science Education, 2020
A critical component to disciplinary engagement in science is that of epistemic affect--learning how to "feel" as scientists do when engaged in their work. The emotional responses, feelings, and dispositions that emerge as one participates in the construction of knowledge are part and parcel to the experiences of scientists and, we…
Descriptors: Science Instruction, Elementary School Teachers, Scientific Research, Teacher Researchers
Finkelstein, Carla; Jaber, Lama Z.; Dini, Vesal – Science Education, 2019
This paper focuses on interactions in a science professional development (PD) course in which participating teachers engaged in doing science. Whereas the PD design of this course aligned with research on effective PD practices, we found that these practices did not sufficiently account for the affective and relational dynamics that unfolded in…
Descriptors: Science Teachers, Science Instruction, Faculty Development, Discourse Analysis
Jaber, Lama Z.; Dini, Vesal; Hammer, David; Danahy, Ethan – Science Education, 2018
The "Framework for K-12 Science Education" (National Research Council, 2012) outlines eight practices to represent the diverse ways scientists construct and evaluate knowledge. Engaging students in these practices is a key instructional target in the science classroom. This target, however, creates particular challenges for online…
Descriptors: Science Education, Elementary Secondary Education, Electronic Learning, Web Based Instruction
Jaber, Lama Z.; Hammer, David – Science Education, 2016
There is increased attention in the science education community on the importance of engaging students in the practices of science. However, there is much to be learned about "how" students enter into and sustain their engagement in these practices. In this paper, we argue that "epistemic affect"--feelings and emotions…
Descriptors: Science Education, Student Reaction, Case Studies, Elementary School Students