We advance the understanding of how student emotions relate to their learning of socioscientific issues (SSI). Studies have tended to examine how students' positive and negative emotions about an issue contribute to their learning. However, this approach overlooks the fact that students may have different emotions about different objects (i.e.,…

Teaching socioscientific issues (SSI) necessitates dialogic discourse activities. However, a majority of science teachers prefer monologic discourse in SSI contexts. In addition, some of these teachers are resistant to change (from monologic to dialogic discourse) despite certain professional development attempts. The purpose of the present…

This study investigated exam achievement and affective characteristics of students in general chemistry in a fully-randomized experimental design, contrasting Peer-Led Team Learning (PLTL) participation with a control group balanced for time-on-task and study activity. This study population included two independent first-semester courses with…

This case study focused on a preservice teachers' (Morgan) efforts to explicitly emphasize nature of science (NOS) elements in her first-grade internship classroom. The study assessed the change in first grade students' views of the inferential, tentative, and creative NOS as a result of the explicit instruction. Morgan held appropriate views of…