"WE'RE ALL PART OF IT, ALL TOGETHER": A COMPARATIVE CASE STUDY OF ADOLESCENT SCIENCE LEARNERS' EXPERIENCES OF AWE AND ORIENTATION TO THE COLLECTIVE.
Experiencing the emotion of awe can facilitate a perspective shift called small self that reorients one's focus toward the wellbeing of the collective. In the present study, I followed 12 adolescents in two summer science programs to investigate how the instructional design informed students' relati...
| Publicado en: | Journal of Ethnographic & Qualitative Research Vol. 16; no. 2; pp. 85 - 104 |
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| Formato: | Artículo |
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Ethnographic & Qualitative Research, LLC
2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=160068616&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 160068616 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 19353308 44W1 jtl: Journal of Ethnographic & Qualitative Research issn: 19353308 maglogo: N pubinfo: dt: 2021 vid: 16 iid: 2 pid: 99754 pub: Ethnographic & Qualitative Research, LLC artinfo: ui: 160068616 ppf: 85 ppct: 19 formats: fmt: @attributes: type: P size: 942KB tig: atl: "WE'RE ALL PART OF IT, ALL TOGETHER": A COMPARATIVE CASE STUDY OF ADOLESCENT SCIENCE LEARNERS' EXPERIENCES OF AWE AND ORIENTATION TO THE COLLECTIVE. aug: au: Cuzzolino, Megan Powell affil: Harvard Graduate School of Education su: Teenagers Well-being Instructional systems design Comparative studies Concept learning sug: subj: Teenagers Well-being Instructional systems design Comparative studies Concept learning ab: Experiencing the emotion of awe can facilitate a perspective shift called small self that reorients one's focus toward the wellbeing of the collective. In the present study, I followed 12 adolescents in two summer science programs to investigate how the instructional design informed students' relationships to the large, complex scientific phenomena they were studying, and the extent to which experiencing awe facilitated this orientation. The findings indicated that even when students were awed by the vastness and complexity of natural systems, they were less inclined to acknowledge themselves as having agency and responsibility within those systems. A cross-site analysis pointed to interactions between the unique features of each setting and students' orientation toward the scientific concepts being taught. Overall, the findings suggested that more explicit cues for transfer would help students identify opportunities to reflect on these emotionally evocative experiences and apply the resulting understanding in new, meaningful ways. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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