![]() Using a multiple case study design, we tracked the emotion objects of four purposefully selected university students, who demonstrated either significant change or minimal change in their view of obesity. In this study, we examined students' patterns of emotion objects with respect to the extent of their conceptual change from a reductionist view to a systems view of obesity. However, this approach overlooks the fact that students may have different emotions about different objects (i.e., stakeholders, phenomena, the status quo, and the future) within an issue. Studies have tended to examine how students' positive and negative emotions about an issue contribute to their learning. ![]() ![]() We advance the understanding of how student emotions relate to their learning of socioscientific issues (SSI). ![]()
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