Uniformity, diversity, harmony, and emotional energy in a Chinese STEM classroom
Abstract Background Understanding cultural diversity in STEM education is important for inclusivity and teaching STEM literacy for all. We explore diversity at a micro-cultural classroom level involving students’ emotional experiences and interactional practices as they engage with learning, which h...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2020-08-01
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| Series: | International Journal of STEM Education |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s40594-020-00232-5 |
| _version_ | 1818108344074764288 |
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| author | James P. Davis Juan Du Jia-Hui Tang Lu Qiao Yan-Qiu Liu Feng-Kuang Chiang |
| author_facet | James P. Davis Juan Du Jia-Hui Tang Lu Qiao Yan-Qiu Liu Feng-Kuang Chiang |
| author_sort | James P. Davis |
| collection | DOAJ |
| description | Abstract Background Understanding cultural diversity in STEM education is important for inclusivity and teaching STEM literacy for all. We explore diversity at a micro-cultural classroom level involving students’ emotional experiences and interactional practices as they engage with learning, which has received limited attention in naturalistic studies of STEM education, especially in East Asian cultures. In this study, we explore emotional experiences of students during a guided inquiry lesson in a Chinese primary school using an interpretive methodology informed by concepts of emotional energy, uniformity, and harmony. Emotional energy is an individual and collective experience of togetherness and solidarity emerging from successful social interaction. Uniformity and harmony are emotion-related concepts experienced in Confucian heritage cultures. The aims of this study are to explore Chinese students’ emotional experiences during a STEM inquiry lesson and to refine the conceptualization of emotional energy from Confucian cultural perspectives. Results In a STEM inquiry, context knowledge about micro-cultural diversity and the interplay between Chinese emotional experiences and engagement with ideas are explored. Notions of uniformity and harmony are described through cultural practices as they relate to emotional energy. The study contributes to understanding the diversity of emotional energy as a student experience and social form of engagement, during a STEM inquiry activity in a Confucian heritage context. Conclusions This study contributes to understandings of student experiences of uniformity, harmony, and variations to intensity of emotional energy during learning via STEM inquiry. Modifications to the conceptualization of emotional energy in STEM education are indicated. Our findings inform an understanding of student emotive experiences of STEM education in East Asian and multi-cultural education systems internationally. |
| first_indexed | 2024-12-11T02:13:52Z |
| format | Article |
| id | doaj.art-03f1028b166d44e9ba53611780476e17 |
| institution | Directory Open Access Journal |
| issn | 2196-7822 |
| language | English |
| last_indexed | 2024-12-11T02:13:52Z |
| publishDate | 2020-08-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | International Journal of STEM Education |
| spelling | doaj.art-03f1028b166d44e9ba53611780476e172022-12-22T01:24:13ZengSpringerOpenInternational Journal of STEM Education2196-78222020-08-017111510.1186/s40594-020-00232-5Uniformity, diversity, harmony, and emotional energy in a Chinese STEM classroomJames P. Davis0Juan Du1Jia-Hui Tang2Lu Qiao3Yan-Qiu Liu4Feng-Kuang Chiang5Queensland University of TechnologyShanghai Normal UniversityShanghai Normal UniversityShanghai Normal UniversityShanghai Normal UniversityShanghai Normal UniversityAbstract Background Understanding cultural diversity in STEM education is important for inclusivity and teaching STEM literacy for all. We explore diversity at a micro-cultural classroom level involving students’ emotional experiences and interactional practices as they engage with learning, which has received limited attention in naturalistic studies of STEM education, especially in East Asian cultures. In this study, we explore emotional experiences of students during a guided inquiry lesson in a Chinese primary school using an interpretive methodology informed by concepts of emotional energy, uniformity, and harmony. Emotional energy is an individual and collective experience of togetherness and solidarity emerging from successful social interaction. Uniformity and harmony are emotion-related concepts experienced in Confucian heritage cultures. The aims of this study are to explore Chinese students’ emotional experiences during a STEM inquiry lesson and to refine the conceptualization of emotional energy from Confucian cultural perspectives. Results In a STEM inquiry, context knowledge about micro-cultural diversity and the interplay between Chinese emotional experiences and engagement with ideas are explored. Notions of uniformity and harmony are described through cultural practices as they relate to emotional energy. The study contributes to understanding the diversity of emotional energy as a student experience and social form of engagement, during a STEM inquiry activity in a Confucian heritage context. Conclusions This study contributes to understandings of student experiences of uniformity, harmony, and variations to intensity of emotional energy during learning via STEM inquiry. Modifications to the conceptualization of emotional energy in STEM education are indicated. Our findings inform an understanding of student emotive experiences of STEM education in East Asian and multi-cultural education systems internationally.http://link.springer.com/article/10.1186/s40594-020-00232-5ChineseClassroomEmotionHarmonyInteractionScience |
| spellingShingle | James P. Davis Juan Du Jia-Hui Tang Lu Qiao Yan-Qiu Liu Feng-Kuang Chiang Uniformity, diversity, harmony, and emotional energy in a Chinese STEM classroom International Journal of STEM Education Chinese Classroom Emotion Harmony Interaction Science |
| title | Uniformity, diversity, harmony, and emotional energy in a Chinese STEM classroom |
| title_full | Uniformity, diversity, harmony, and emotional energy in a Chinese STEM classroom |
| title_fullStr | Uniformity, diversity, harmony, and emotional energy in a Chinese STEM classroom |
| title_full_unstemmed | Uniformity, diversity, harmony, and emotional energy in a Chinese STEM classroom |
| title_short | Uniformity, diversity, harmony, and emotional energy in a Chinese STEM classroom |
| title_sort | uniformity diversity harmony and emotional energy in a chinese stem classroom |
| topic | Chinese Classroom Emotion Harmony Interaction Science |
| url | http://link.springer.com/article/10.1186/s40594-020-00232-5 |
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