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Young Children's Emotional Practices while Engaged in Long-Term Science Investigation
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Zembylas, Michalinos – Journal of Research in Science Teaching, 2004
In this article, the role of young children's emotional practices in science learning is described and analyzed. From the standpoint of performativity theory and social-constructionist theory of emotion, it is argued that emotion is performative and the expression of emotion in the classroom has its basis in social relationships. Arising from…
Descriptors: Young Children, Ethnography, Science Instruction, Science Education