호흡 운동 모형 구성에서 나타난 교사의 인식적 공감과 초등학생들의 정서 조절
Epistemic Empathy of a Teacher and Emotional Regulation of Elementary Students during Human Respiratory System Modeling
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This study examines elementary school students’ emotions and how those emotions shape their talk patterns while constructing a human respiratory system model. For this, one focused small group was chosen consisting of fifth graders(n=4), and the researcher qualitatively analyzed how they shaped their talk patterns and regulated intense negative emotions (i.e., negative relational emotions and epistemic emotions) based on data such as emotional diaries, video recordings, and post-session interviews. The results showed several things. First, the small group’s talk patterns shifted to exploratory talk, disputational talk, and exploratory talk orderly. Second, students’ intense negative emotions facilitated their disputational talk patterns. Third, during students’ disputes, the teacher’s epistemic empathy helped them regulate their negative emotions and shift their talk patterns from disputational to exploratory. This study suggests that a teacher’s epistemic empathy aided elementary students in regulating negative emotions during scientific modeling.
Abstract
This study examines elementary school students’ emotions and how those emotions shape their talk patterns while constructing a human respiratory system model. For this, one focused small group was chosen consisting of fifth graders(n=4), and the researcher qualitatively analyzed how they shaped their talk patterns and regulated intense negative emotions (i.e., negative relational emotions and epistemic emotions) based on data such as emotional diaries, video recordings, and post-session interviews. The results showed several things. First, the small group’s talk patterns shifted to exploratory talk, disputational talk, and exploratory talk orderly. Second, students’ intense negative emotions facilitated their disputational talk patterns. Third, during students’ disputes, the teacher’s epistemic empathy helped them regulate their negative emotions and shift their talk patterns from disputational to exploratory. This study suggests that a teacher’s epistemic empathy aided elementary students in regulating negative emotions during scientific modeling.
참고문헌 (46)
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