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Writing About Affect in Education Research Articles

Writing About Affect in Education Research Articles . Tiffany Sikorski and Lama Jaber Science Education Research Seminar University of Maryland, College Park Nov. 8 th , 2012. The Clip. 5 th grade class from the Learning Progressions Project Magnet school for Communications

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Writing About Affect in Education Research Articles

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  1. Writing About Affect in Education Research Articles Tiffany Sikorski and Lama Jaber Science Education Research Seminar University of Maryland, College Park Nov. 8th, 2012

  2. The Clip • 5th grade class from the Learning ProgressionsProject • Magnet school for Communications • At the last science class: controversy over whether the sun has a magnetic core that attracts the planets • In this clip: students are discussing the Puddle Question (What happens to a puddle that disappears over the course of the day), and the role of heat/heat sources

  3. Focal Questions • Do you see affect? • How can you articulate what you are seeing?

  4. Kinds of claims about affect • What is the mood/atmosphere of classroom? • What are students puzzled about/trying to figure out? • Are students engaged/interested in the discussion? • What ideas are students trying to express? How are they trying to express those ideas? (i.e. performativity, expressiveness, and display) • “Inquiry styles” (Lindfors, 1999)

  5. What our writing needs to accomplish • 1. Convey to the reader our claims about affect • 2. Provide evidence that readers can use to evaluate our claims

  6. Where these goals potentially intersect In order for the reader to EVALUATE OUR CLAIMS about affect, we must do a really good job CONVEYING OUR CLAIMS about affect in the first place.

  7. Conveying claimsabout affect is not trivial In writing up our fine-grained analysis of video, we often resort to “dry”, “mechanical”, “cold”, or “academic” language—is that really doing our claims about affect justice?

  8. An example of dry, academic language “…in class B we can identify 25 episodes of positive emotional reactions, such as joy and satisfaction, that contributed to the construction of a friendly climate between the teacher and students and increased the affective proximity between them. This number represents an average of 0.6 positive emotional events per lesson in class B. Episodes of this same nature have a much lower frequency of occurrence in class A, with a total of 10 events during the 32 lessons, which means 0.3 events per lesson in average.” How emotions shape the relationship between a chemistry teacher and her high school students (Maria, dos Santos, & Mortimer, 2011, p. 1104).

  9. Hannula (2003) “I will present the case study of one student, illustrating her anxiety with mathematics and how it influences her interaction with her teacher. I want to increase the intensity of the reading experience and the lifelikeness of the story, therefore I shall include an inner monologue of the student, writing it in the first person and in the present tense, as a stream of consciousness.” (p. 32)

  10. Brainstorming… • Novelists, poets, and even some academics • masters of representing human emotion in words • Neuroscience of empathy • understanding how we process information about emotions and feelings • Food Styling • Showing the truth by photographing a lie • Creative/Narrative nonfiction • Telling the truth in an engaging way • Documentary photography • When words are not necessary

  11. Food Styling Motor oil “But what my ingenious friend was up to was this: bringing the truth of those meals to a flat page, trying with every tool at her disposal to fool the eyes and thence the taste buds of tens of thousands of magazine readers and moviegoers into perceiving the delicious truth of an actual meal, when to simply photograph the actual meal would result in a kind of lie, rendering a magnificent creation as limpish and ugly arrangement of soulless foods." (Roorbach, 2001, p. 1)

  12. Literary Techniques • - choice of tense • - false starts • - trailing off • - expressive language • - voice • - metaphor and analogy • - flashbacks • - inner talk, reflection • - “as if” phrasing (Barone, 2008) • - synechdoche • - imagery • - word choice • - narrative arcs • - scenes & “The Yellow Test” (Gutkind, 2012)

  13. Reading List Barone, T. (2008). Creative nonfiction and social research. In J. G. Knowles & A. L. Cole (Eds.), Handbook of the arts in qualitative research: Perspectives, Methodologies, examples, and issues (pp. 105-116). Thousand Oaks, CA: Sage. Gutkind, Lee. (2012). You can’t make this stuff up: The complete guide to writing creative nonfiction—from memoir to literary journalism and everything in between. Philadelphia, PA: De Capo Press. Hannula, M. S. (2003). Fictionalizing experiences: Experiencing through fiction. For the Learning of Mathematics, 23(3), 31-37. Roorbach, B. (2001). Contemporary creative nonfiction: The art of truth. New York, NY: OUP.

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