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Making science lessons engaging more popular and equitable through emotional literacy

Snowden, Emma and Matthews, Brian. 2007. Making science lessons engaging more popular and equitable through emotional literacy. Science Education Review, 6(3), pp. 1-16. [Article]

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Abstract or Description

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
strategies that were used to develop pupils' emotional literacy and specifies how these can be utilised effectively so that interested teachers can replicate them.

Item Type:

Article

Keywords:

Emotional literacy, collaborative

Departments, Centres and Research Units:

Educational Studies

Dates:

DateEvent
2007Published

Item ID:

3599

Date Deposited:

02 Feb 2012 14:23

Last Modified:

09 Jul 2018 14:33

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

http://research.gold.ac.uk/id/eprint/3599

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