標(biāo)題: Titlebook: Exploring Emotions, Aesthetics and Wellbeing in Science Education Research; Alberto Bellocchi,Cassie Quigley,Kathrin Otrel-Cas Book 2017 S [打印本頁] 作者: fallacy 時(shí)間: 2025-3-21 16:35
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作者: 以煙熏消毒 時(shí)間: 2025-3-21 20:44
Shock Wave and High Pressure Phenomenandings are supported and discussed in a manner that provides science teacher educators who are interested in enhancing emotional engagement through place-based instruction with practical applications and theoretical underpinnings that could enhance their own practice or research efforts.作者: 傻瓜 時(shí)間: 2025-3-22 03:58
High-Pressure and Low-Temperature Physics Danish case of integration of art and science. I will conceptualize emotions from a holistic, embodied perspective. Aesthetics is here approached as the engagement of the senses and is looked at as a potential learning tool across the arts and sciences.作者: CALL 時(shí)間: 2025-3-22 07:40 作者: PRO 時(shí)間: 2025-3-22 11:38
Our Neighborhood: A Place for Heightening Emotional Energy in Science Educationndings are supported and discussed in a manner that provides science teacher educators who are interested in enhancing emotional engagement through place-based instruction with practical applications and theoretical underpinnings that could enhance their own practice or research efforts.作者: 飛行員 時(shí)間: 2025-3-22 13:46
Science and the Arts: Curriculum Integration, Learning, and Emotions in Schools Danish case of integration of art and science. I will conceptualize emotions from a holistic, embodied perspective. Aesthetics is here approached as the engagement of the senses and is looked at as a potential learning tool across the arts and sciences.作者: 飛行員 時(shí)間: 2025-3-22 17:47
Shock Wave and High Pressure Phenomena it enabled me to understand the lived experiences of collective emotion throughout these moments of achievement. This chapter outlines how my use of the social being and ethnomethodology assisted in establishing my understanding of emotions as an integral part of analogical reasoning in everyday science classrooms.作者: 軟膏 時(shí)間: 2025-3-22 21:19
https://doi.org/10.1007/978-3-319-31207-1education pedagogy. My later sections discuss how the assembled arguments raise fundamental questions for empirical and scholarly practices. I conclude highlighting different approaches to theorise aesthetics, emotions and wellbeing, as well as some of the limitations and tensions associated with studies of this genre.作者: 約會(huì) 時(shí)間: 2025-3-23 05:08
Emotions, Social Beings, and Ethnomethods: Understanding Analogical Reasoning in Everyday Science Cl it enabled me to understand the lived experiences of collective emotion throughout these moments of achievement. This chapter outlines how my use of the social being and ethnomethodology assisted in establishing my understanding of emotions as an integral part of analogical reasoning in everyday science classrooms.作者: Mendicant 時(shí)間: 2025-3-23 08:12 作者: decode 時(shí)間: 2025-3-23 10:25 作者: 讓步 時(shí)間: 2025-3-23 15:23 作者: Debility 時(shí)間: 2025-3-23 18:36 作者: neutralize 時(shí)間: 2025-3-24 01:35
Taste for Science: A Bourdieu-Pragmatism Approach to Interest, Aesthetics and Learningroom studies, this chapter demonstrates how taste can be used for exploring how norms, aesthetics and cognition are transacted when students learn science. As argued in this chapter, the methodology may therefore serve as a tool for studying norms, feelings and emotions as intertwined with, rather than separated from, cognition.作者: BUST 時(shí)間: 2025-3-24 05:33
978-3-319-82799-5Springer International Publishing Switzerland 2017作者: perjury 時(shí)間: 2025-3-24 10:19 作者: resuscitation 時(shí)間: 2025-3-24 12:35
Alberto Bellocchi,Cassie Quigley,Kathrin Otrel-CasFirst volume that addresses emotions, aesthetics, and well-being in science education.Provides in-depth accounts of the range of the theoretical/philosophical positions on these phenomena.Lays out the作者: LAY 時(shí)間: 2025-3-24 14:58
Cultural Studies of Science Educationhttp://image.papertrans.cn/e/image/319499.jpg作者: 分開 時(shí)間: 2025-3-24 20:37 作者: BILIO 時(shí)間: 2025-3-25 02:00
High-Pressure Science and Technologylly. I demonstrate how certain conceptual distinctions typically are taken for granted, outlining the consequences these distinctions have for methodologies, and consider what can be discerned through research in these fields. Much of this research relies on a conception of emotion and aesthetics as作者: adhesive 時(shí)間: 2025-3-25 04:55 作者: 厭惡 時(shí)間: 2025-3-25 07:30
G. I. Kanel’,S. V. Razorenov,A. V. Utkinbe known, developing one’s sense of identity in relation to that knowing, and the passions that emerge in an “aesthetic experience” that lays the foundation for future knowing, identity, and passions. Drawing on Dewey’s ideas, Girod, Rau, and Schepige developed the construct “aesthetic understanding作者: Hamper 時(shí)間: 2025-3-25 12:33 作者: doxazosin 時(shí)間: 2025-3-25 16:54
High-Pressure Shock Compression of Solids V transformation of structures and an associated release of collective emotion. Because emotion is now considered an essential component of learning science in school classrooms, we reframe the construct of an event as a unit of analysis for classroom research in this chapter. In particular, we argue作者: 意外 時(shí)間: 2025-3-25 22:16
Shock Wave and High Pressure Phenomenae everyday science classroom. These tools included a social ontological perspective redefining our sense of human dualism and making it possible to see analogical reasoning from a new perspective. To enhance this perspective, I used ethnomethodology to capture living (in vivo) data and improve my un作者: 確定方向 時(shí)間: 2025-3-26 00:30
Shock Wave and High Pressure Phenomenatual understanding but also a connection to their place. In this chapter, we discuss this research, as well as present authentic examples from our own case studies that provide further understanding of how place-based pedagogy affects students’ emotional energy in the science classroom. More specifi作者: Virtues 時(shí)間: 2025-3-26 06:40 作者: Provenance 時(shí)間: 2025-3-26 10:00 作者: exigent 時(shí)間: 2025-3-26 15:02
High-Pressure and Low-Temperature Physics and learning. These findings show that what has a major effect on learning and creative expression is when children and young people experience great commitment and passion for what they do. The purpose of this chapter is to address how artistic experiences can greatly facilitate dedication, self-d作者: indecipherable 時(shí)間: 2025-3-26 19:28 作者: Monotonous 時(shí)間: 2025-3-26 22:43
Scalable High-Dimensional Time-Bin QKD,us and distinguish between teaching students about environmental problems and telling students what actions should be taken on education and advocacy (Johnson and Mappin, Environmental education and advocacy: changing perspectives of ecology and education. Cambridge University Press, Cambridge, 2005作者: grotto 時(shí)間: 2025-3-27 04:27 作者: 同音 時(shí)間: 2025-3-27 09:05
https://doi.org/10.1007/978-3-319-43353-0Aesthetics in science education; Affect in science education; Emotion in science education; Expressive 作者: 猜忌 時(shí)間: 2025-3-27 11:49 作者: 迷住 時(shí)間: 2025-3-27 15:43
Emotions, Aesthetics and Wellbeing in Science Education: Theoretical Foundations,r future research are elaborated within the collection generating scope for further collaborative and international studies informed by perspectives represented in the collection. In the present chapter, we outline the origin of this edited collection against the background of existing research inte作者: flimsy 時(shí)間: 2025-3-27 21:34 作者: 輕而薄 時(shí)間: 2025-3-27 21:57
Interaction Ritual Approaches to Emotion and Cognition in Science Learning Experienceswith an overview of interaction ritual theory and by outlining the outcomes of selected empirical studies to illustrate the basic tenets of the theory. In the second part of the chapter, I consider what else we can learn about the interrelationships between emotion and cognition by taking up some of作者: Nuance 時(shí)間: 2025-3-28 05:35
Emotional Events in Learning Scienceature of eventful learning in the context of a preservice science teacher education class in which the preservice science teachers (PSTs) display their emotions associated with learning about pedagogical approaches to chemistry teaching through their classroom interactions. We conclude by noting tha作者: 虛弱的神經(jīng) 時(shí)間: 2025-3-28 09:40 作者: fringe 時(shí)間: 2025-3-28 14:04 作者: cardiopulmonary 時(shí)間: 2025-3-28 15:24
Jin Shin Jyutsu and Ameliorating Emotion, Enhancing Mindfulness, and Sustaining Productive Learning f JSJ-like touches, holds, and flows are consistent with an assertion that emotions and well-being are controlled intuitively in an ongoing manner that harmonizes universal energy flow and contributes to maintaining good health. Our exploratory study sets the stage for further research involving int作者: 聯(lián)想記憶 時(shí)間: 2025-3-28 22:10
The Role of Care in Environmental Educationork relates to current research on well-being but also draws on emotions literature to introduce a focus on care. The chapter focuses on both John Fien’s (Aust J Environ Educ 19:1, 2003) and Peter Martin’s (Aust J Environ Educ 23:57, 2007) application of an ethic of care in environmental education, 作者: GRAZE 時(shí)間: 2025-3-28 23:01 作者: 隨意 時(shí)間: 2025-3-29 04:54
G. I. Kanel’,S. V. Razorenov,A. V. Utkintory that follows an aesthetic experience. A KIP analysis can be applied to research examining the effects and meanings attached to experiences through close analysis of knowledge, identity, and passion, both individually and in relation to each other. To illustrate the power of a KIP analysis, narr作者: 伙伴 時(shí)間: 2025-3-29 09:37
https://doi.org/10.1007/978-1-4612-2292-7with an overview of interaction ritual theory and by outlining the outcomes of selected empirical studies to illustrate the basic tenets of the theory. In the second part of the chapter, I consider what else we can learn about the interrelationships between emotion and cognition by taking up some of作者: Myofibrils 時(shí)間: 2025-3-29 12:02
High-Pressure Shock Compression of Solids Vature of eventful learning in the context of a preservice science teacher education class in which the preservice science teachers (PSTs) display their emotions associated with learning about pedagogical approaches to chemistry teaching through their classroom interactions. We conclude by noting tha作者: 委屈 時(shí)間: 2025-3-29 17:01
https://doi.org/10.1007/b138708s chapter presents worked vignettes of analyzed episodes, where we examine talk, voice (prosody), and embodiment contextualized in the physical environment where those activities took place. These examinations are related back to Merleau-Ponty’s thinking to propose a possible way forward to analyzin作者: EXALT 時(shí)間: 2025-3-29 20:01 作者: Surgeon 時(shí)間: 2025-3-30 00:48 作者: –DOX 時(shí)間: 2025-3-30 07:22 作者: eczema 時(shí)間: 2025-3-30 11:55
1879-7229 tives, but also for established researchers in various disciplines with an interest in researching emotions, affect, aesthetics, or wellbeing..978-3-319-82799-5978-3-319-43353-0Series ISSN 1879-7229 Series E-ISSN 1879-7237 作者: Amendment 時(shí)間: 2025-3-30 15:42
Exploring Emotions, Aesthetics and Wellbeing in Science Education Research作者: 規(guī)范就好 時(shí)間: 2025-3-30 17:15 作者: enormous 時(shí)間: 2025-3-30 21:32