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Snowden, Emma; Matthews, Brian (2007)
Publisher: Science Education Review
Languages: English
Types: Article
Subjects: X130, X300, X330
This article highlights the benefits of introducing aspects of emotional literacy into lessons. Data were collected from 165 Year 7 pupils in two schools over 1 year. Pupils benefit as they can enjoy science more, as well as learn to work together and support each other to learn. The research found that incorporating emotional literacy strategies into lessons on a regular basis increased pupils' interest in continuing with science as a subject, especially in the case of girls. The latter part of the article explains in detail the\ud strategies that were used to develop pupils' emotional literacy and specifies how these can be utilised effectively so that interested teachers can replicate them.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Alsop, S., & Watts, M. (2000). Facts and feelings: Exploring the affective domain in the learning of physics. Physics Education, 35(2), 132-138.
    • Antidote. (n.d.). About emotional literacy. Retrieved December 28, 2007, from http://www.antidote.org.uk/about/about.html .
    • Daniels, H. (1993). Charting the agenda: The individual and the organization. London: Routledge.
    • Department for Education and Employment (DfEE). (1999). The national curriculum: Handbook for secondary teachers in England, Key Stages 3 and 4. London: Author.
    • Duvall, L. (1994). Respecting our differences: A guide to getting along in a changing world. Minneapolis: FS Publishing.
    • Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Philadelphia, PA: Psychology Press.
    • Gerwirtz, S. (2001). Cloning the Blairs: New Labour's programme for the resocialization of working-class parents. Journal of Education Policy, 16, 365-378.
    • Henderson, J., & Wellington, J. (1998). Lowering the language barrier in learning and teaching science. School Science Review, 79(228), 35-46.
    • Hodson, D. (1998). Teaching and learning science: Towards a personalised approach. Buckingham: Open University Press.
    • Hughes, G. (2000). Salter's curriculum projects and gender inclusivity in science. School Science Review, 81(296), 85-89.
    • Lave, J., & Wenger, E. (1990). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
    • 9. With whom did you enjoy working? Write one or more names.
  • No related research data.
  • Discovered through pilot similarity algorithms. Send us your feedback.

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