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Journal of the Learning Sciences
written by Lama Z. Jaber and David Hammer
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.
Journal of the Learning Sciences: Volume 25, Issue 2, Pages 156 - 202
Subjects Levels Resource Types
Education - Basic Research
- Student Characteristics
= Affect
- Middle School
- Elementary School
- Reference Material
= Article
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
- Educators
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© 2015 Taylor & Francis
Keyword:
epistemology
Record Creator:
Metadata instance created June 28, 2019 by Bruce Mason
Record Updated:
June 28, 2019 by Bruce Mason
Last Update
when Cataloged:
October 26, 2015
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Record Link
AIP Format
L. Jaber and D. Hammer, J. Learn. Sci. 25 (2), 156 (2015), WWW Document, (https://doi.org/10.1080/10508406.2015.1088441).
AJP/PRST-PER
L. Jaber and D. Hammer, Engaging in Science: A Feeling for the Discipline, J. Learn. Sci. 25 (2), 156 (2015), <https://doi.org/10.1080/10508406.2015.1088441>.
APA Format
Jaber, L., & Hammer, D. (2015, October 26). Engaging in Science: A Feeling for the Discipline. J. Learn. Sci., 25(2), 156 - 202. Retrieved October 17, 2019, from https://doi.org/10.1080/10508406.2015.1088441
Chicago Format
Jaber, Lama Z., and David Hammer. "Engaging in Science: A Feeling for the Discipline." J. Learn. Sci. 25, no. 2, (October 26, 2015): 156 - 202, https://doi.org/10.1080/10508406.2015.1088441 (accessed 17 October 2019).
MLA Format
Jaber, Lama Z., and David Hammer. "Engaging in Science: A Feeling for the Discipline." J. Learn. Sci. 25.2 (2015): 156 - 202. 17 Oct. 2019 <https://doi.org/10.1080/10508406.2015.1088441>.
BibTeX Export Format
@article{ Author = "Lama Z. Jaber and David Hammer", Title = {Engaging in Science: A Feeling for the Discipline}, Journal = {J. Learn. Sci.}, Volume = {25}, Number = {2}, Pages = {156 - 202}, Month = {October}, Year = {2015} }
Refer Export Format

%A Lama Z. Jaber
%A David Hammer
%T Engaging in Science: A Feeling for the Discipline
%J J. Learn. Sci.
%V 25
%N 2
%D October 26, 2015
%P 156 - 202
%U https://doi.org/10.1080/10508406.2015.1088441
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Jaber, Lama Z.
%A Hammer, David
%D October 26, 2015
%T Engaging in Science: A Feeling for the Discipline
%J J. Learn. Sci.
%V 25
%N 2
%P 156 - 202
%8 October 26, 2015
%U https://doi.org/10.1080/10508406.2015.1088441


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