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Influence of the Interplay of Habitual Affective Attributes and Classroom Learning Environments on Learners’ Situational Affective Experiences in Learning Science: The Narratives of Primary Pre-Service Teachers

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Abstract

Science education researchers have found that instructional design focusing more on learners’ affective needs can be powerful in nurturing effective and exciting science learning. This paper reports a qualitative study exploring how learners’ situational affective experiences are influenced by the interplay of their habitual affective attributes and classroom learning environment. The research method adopted was semi-structured in-depth interview. The study is descriptive and retrospective in nature. Nine pre-service teachers who were taking a science method course at an Australian university took part in the study voluntarily. Each interview lasted about 1 h. Six types of interplay were identified: Self-sustained, Beyond expectation, Resonant, Adversely Overpowered, Below expectation and Irresponsive. Implications for science teaching and science teacher education are discussed in terms of the identified types of interplay.

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  1. School of Education, Federation University Australia, Gippsland Campus, Northways Road, Churchill, VIC, 3842, Australia

    Hongming Ma

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  1. Hongming Ma
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Ma, H. Influence of the Interplay of Habitual Affective Attributes and Classroom Learning Environments on Learners’ Situational Affective Experiences in Learning Science: The Narratives of Primary Pre-Service Teachers. Res Sci Educ 51, 399–417 (2021). https://doi.org/10.1007/s11165-018-9800-1

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