A critical component to disciplinary engagement in science is that of epistemic affect—learning how to feel as scientists do when engaged in their work. The emotional responses, feelings, and dispositions that emerge as one participates in the construction of knowledge are part and parcel to the experiences of scientists and, we argue, should be integral to the experiences of science learners—and their teachers—as well. As such, this study takes the position that teachers must have opportunities to encounter, understand, and appreciate the epistemic affect in science to support students in navigating their affect in the science classroom. Through analysis of field observations and semistructured interviews conducted during a 6‐week Research Experience for Teachers program, this study examines how four elementary teachers experience an epistemic affect over the course of their engagement in scientific research. The findings of the study highlight that engaging in science research afforded teachers rich opportunities to experience epistemic affect, ranging from frustration, perseverance, and ultimately pride in their work. We argue such firsthand affective experiences within professional development programs featuring participation in science research hold important implications for teachers' instructional practice and orientations to their students as thinkers, doers, and learners of science.

中文翻译：

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科学行为的情感：探索基础教师科学研究经验中的认知影响

学科参与科学的重要组成部分是认知影响-学习如何感受就像科学家从事他们的工作一样。当人们参与知识的建构时出现的情感反应，感觉和性格是科学家经验的一部分，也是我们不可或缺的一部分，我们认为，这也应该成为科学学习者及其老师的经验的组成部分。因此，本研究采取的立场是，教师必须有机会遇到，理解和欣赏科学中的认知影响，以支持学生在科学课堂中引导他们的影响。通过在为期6周的“教师研究经验”计划中进行的现场观察和半结构化访谈的分析，本研究研究了四位基础教师在从事科学研究过程中如何受到认知的影响。该研究的结果突出表明，从事科学研究为教师提供了丰富的机会来体验认知的影响，包括沮丧，毅力以及最终对他们的工作感到自豪。我们认为，以参与科学研究为特色的专业发展计划中的这种第一手的情感体验，对于教师的教学实践以及对学生作为科学思想家，行为者和学习者的学习方向具有重要的意义。