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Title: Sources of Affect around Interdisciplinary Sense Making
Authors: Geller, Benjamin D.
Gouvea, Julia S.
Sawtelle, Vashti
Turpen, Chandra
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Geller, B. D., Gouvea, J. S., Sawtelle, V., & Turpen, C. (2014). Sources of Affect around Interdisciplinary Sense Making. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 2. Colorado, CO: International Society of the Learning Sciences, pp. 1142-1146.
Abstract: We unpack an episode in which a case study student in an Introductory Physics for Life Scientists (IPLS) course experiences positive and negative affect coupled to sources of frustration and satisfying resolution. We argue that the positive affect that the student experiences stems from an alignment between his identification as a sense-maker and his epistemological view of this physics course as one that that values sense-making. Conversely, we attribute his frustration to a tension between his identity and his epistemological view of his biology courses as descriptive and fact-driven. We discuss some implications of this model for students engaged in interdisciplinary sense-making more generally. In particular, we suggest that Gavin's frustration with the lack of attention to mechanism in his biology courses might ultimately serve to strengthen his sense of interdisciplinary connectedness and satisfaction.
Appears in Collections:ICLS2014

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