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Evolution of self-reporting methods for identifying discrete emotions in science classrooms

Ritchie, S.M., Hudson, P., Bellocchi, A., Henderson, S., King, D. and Tobin, K. (2015) Evolution of self-reporting methods for identifying discrete emotions in science classrooms. Cultural Studies of Science Education, 11 (3). pp. 577-593.

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Link to Published Version: http://dx.doi.org/10.1007/s11422-014-9607-y
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Abstract

Emotion researchers have grappled with challenging methodological issues in capturing emotions of participants in naturalistic settings such as school or university classrooms. Self-reporting methods have been used frequently, yet these methods are inadequate when used alone. We argue that the self-reporting methods of emotion diaries and cogenerative dialogues can be helpful in identifying in-the-moment emotions when used in conjunction with the microanalysis of video recordings of classroom events. We trace the evolution of our use of innovative self-reporting methods through three cases from our research projects, and propose new directions for our ongoing development and application of these methods in both school and university classrooms.

Item Type: Journal Article
Murdoch Affiliation: Vice Chancellery
Publisher: Kluwer Academic Publishers
URI: http://researchrepository.murdoch.edu.au/id/eprint/26463
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