In this qualitative case study, we purposively selected a passive student in elementary science class from a small group and examined what factors contributed to her socially and momentarily construction of epistemic emotions. We used various data such as emotion diaries, transcripts of the video recordings, postlesson interviews, and field notes to document her involvement in the six lessons of the scientific modeling of the human respiratory system. Our analysis revealed that she constructed the epistemic emotions of frustration, anxiety, and joy. Her nonparticipation and constructed epistemic frustration in Lesson 1 were because of her unfamiliarity with the task and her perception that her ideas will be rejected by others. Due to her lack of previous knowledge, that desire to engage in the small group argumentative discussions was affected by her perception that her ideas would be rejected. With slightly increased familiarity and a sense of acceptance in Lessons 2 and 3, she displayed passive participation and constructed epistemic anxiety because she was not certain whether her opinions were scientifically correct or not. With the uncertainty of her ideas, she was not able to develop a personal motivational drive to engage in effortful participation. Finally, she exhibited active participation and constructed epistemic joy in Lessons 5 and 6 when she became familiar with scientific argumentation and scientific modeling, in addition to her developed sense of full acceptance. These results indicated the intertwined relations of affective, cognitive, and social aspects of learning on student's participation and construction of epistemic emotions.

中文翻译：

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被动小学生在小组科学建模中构建的认知情绪和参与模式

在这个定性案例研究中，我们有目的地从一个小组中选择了一名在基础科学课上被动学习的学生，并研究了哪些因素有助于她在社会上和暂时构建认知情绪。我们使用各种数据，如情绪日记、视频记录抄本、课后访谈和现场笔记，记录她参与人类呼吸系统科学建模的六堂课。我们的分析表明，她构建了沮丧、焦虑和喜悦的认知情绪。她的不参与和建构的认知挫折在第 1 课中，是因为她不熟悉这项任务，并且她认为自己的想法会被其他人拒绝。由于她以前缺乏知识，参与小组辩论的愿望受到她认为自己的想法会被拒绝的看法的影响。随着第 2 课和第 3 课的熟悉度和接受感略有增加，她表现出被动参与并构建了认知焦虑，因为她不确定自己的观点在科学上是否正确。由于想法的不确定性，她无法培养个人积极参与的动力。最后，她表现出积极的参与并构建了认知的快乐在第 5 课和第 6 课中，她熟悉了科学论证和科学建模，此外还培养了完全接受的感觉。这些结果表明学习的情感、认知和社会方面对学生的参与和认知情绪的构建之间存在着相互交织的关系。