Abstract

We study the case of Marya, a freshman engineering major who showed and spoke of a drastic shift in her feelings and approach to learning physics during an introductory course. For the first several weeks, she was anxiously manipulating equations without considering physical meaning, and she was terribly worried about being correct. By the end of the semester, however, she was sense-making and taking pleasure in it, showing and expressing an enjoyment of challenges and uncertainty. In this paper, we illustrate Marya’s transformation using data from her interview and coursework, and we propose it as an example of meta-affective learning. We argue that meta-affective learning was an important part of Marya’s physics learning and that it was deeply entangled with her developing epistemology.

摘要

我们研究了玛丽亚（Marya）的案例，她是一名新生工程专业的学生，​​她在入门课程中展示并谈到了她在学习物理方面的感受和方法的急剧变化。在最初的几周里，她急切地在不考虑物理意义的情况下操纵方程式，并且她非常担心自己是否正确。然而，到学期末，她在其中充满了感性和愉悦感，表现并表达了对挑战和不确定性的享受。在本文中，我们使用访谈和课程学习中的数据说明了Marya的转变，并提出了其作为元情感学习的例子。我们认为，元情感学习是玛丽亚物理学习的重要组成部分，并且与她不断发展的认识论纠缠不清。