In recent years, there has been a call in the research for greater attention to the role of affect in science learning and practice. Awe, which is characterized in the literature as an emotion that facilitates learning and motivates an orientation toward something larger than the self, appears frequently in scientists' descriptions of their work. Empirical evidence also suggests that awe has a unique relationship with scientific reasoning. However, this evidence comes primarily from tightly controlled laboratory research, a methodology that limits our ability to investigate more authentic manifestations of awe and any lingering effects that may extend beyond the initial moment of experience. This study, a qualitative analysis of interviews with professional scientists (n = 30), advances our understanding of the conditions that are likely to elicit awe in the context of scientific practice as well as the perceived impact of those experiences. For study participants, the emotion of awe was deeply connected to the process of learning and to personal moments of discovery. Scientists described their awe experiences as contributing to shifts in their perspective or worldview, including a greater appreciation for the vastness and complexity of the universe. In addition, participants reported that awe served as an important source of motivation for their continued pursuit of the work. The findings indicate that authentic inquiry and metacognition, which we already recognize as critical pedagogical practices for encouraging scientific reasoning, are just as valuable for helping students to experience the affective dimensions of the discipline.

中文翻译：

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“敬畏在过程中”：专业科学家敬畏体验的性质和影响

近年来，研究呼吁更多地关注情感在科学学习和实践中的作用。敬畏在文献中被描述为一种促进学习并激发对比自我更大的事物的取向的情感，经常出现在科学家对其工作的描述中。经验证据还表明，敬畏与科学推理有着独特的关系。然而，这一证据主要来自严格控制的实验室研究，这种方法限制了我们调查更真实的敬畏表现和任何可能超出最初体验时刻的挥之不去的影响的能力。本研究是对专业科学家访谈的定性分析（n = 30)，促进了我们对科学实践中可能引起敬畏的条件以及这些经验的感知影响的理解。对于研究参与者来说，敬畏的情绪与学习过程和个人发现时刻密切相关。科学家们将他们的敬畏经历描述为有助于改变他们的观点或世界观，包括对宇宙的浩瀚和复杂性有了更大的认识。此外，参与者报告说，敬畏是他们继续追求工作的重要动力来源。研究结果表明，我们已经将真实的探究和元认知视为鼓励科学推理的关键教学实践，