"Pluto Has Been a Planet My Whole Life!” Emotions, Attitudes, and Conceptual Change in Elementary Students Learning about Pluto’s Reclassification
Document Type
Article
Journal/Book Title/Conference
Research in Science Education, Online First
Publisher
Springer
Publication Date
12-2012
First Page
1
Last Page
22
Abstract
Learning about certain scientific topics has potential to spark strong emotions among students. We investigated whether emotions predicted students‟ attitudes after engaging in independent rereading and/or rereading plus discussion about Pluto‟s reclassification. Fifth and sixth grade students read a refutation text on Pluto‟s reclassification. Participants were randomly assigned to either the reread independently or the reread plus discussion group. Results showed that students in both groups experienced attitude change and that change was sustained over time. Students reported experiencing more negative than positive emotions at pretest. Emotions, which became more positive after intervention, were predictive of students‟ attitudes and attitude change. Implications for the role of emotions when learning about controversial topics are discussed.
Recommended Citation
Broughton, Suzanne H.; Sinatra, G.M.; and Nussbaum, E.M., ""Pluto Has Been a Planet My Whole Life!” Emotions, Attitudes, and Conceptual Change in Elementary Students Learning about Pluto’s Reclassification" (2012). Teacher Education and Leadership Faculty Publications. Paper 288.
https://digitalcommons.usu.edu/teal_facpub/288
Comments
Originally published by Springer. Author's pre-print available for download.