Abstract
It is well known that emotion plays a significant role in the learning process. In this study, we describe affect/emotion incidents as part of students’ personal knowledge construction efforts in three sixth grade classrooms. These affect/emotion responses are identified by word choice, topic, punctuation, or description. The role of each classroom as it served as an affordance for affect/emotion knowledge construction efforts is also discussed. We posit that the role of dialog and activity choice, which traditionally lie within the hands of the teacher, serve as the primary affordances through which students are provided opportunity to use affect/emotion responses in their classroom learning.
Recommended Citation
Schuh, Kathy L. and Rea, Julie
(2001)
"Emotion and Meaning-Making: Affordances in the Classroom,"
Mid-Western Educational Researcher: Vol. 14:
Iss.
2, Article 2.
Available at:
https://scholarworks.bgsu.edu/mwer/vol14/iss2/2
