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Uniformity, diversity, harmony, and emotional energy in a Chinese STEM classroom

机译：在中国茎教室中的均匀性，多样性，和谐和情感能量

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Background Understanding cultural diversity in STEM education is important for inclusivity and teaching STEM literacy for all. We explore diversity at a micro-cultural classroom level involving students’ emotional experiences and interactional practices as they engage with learning, which has received limited attention in naturalistic studies of STEM education, especially in East Asian cultures. In this study, we explore emotional experiences of students during a guided inquiry lesson in a Chinese primary school using an interpretive methodology informed by concepts of emotional energy, uniformity, and harmony. Emotional energy is an individual and collective experience of togetherness and solidarity emerging from successful social interaction. Uniformity and harmony are emotion-related concepts experienced in Confucian heritage cultures. The aims of this study are to explore Chinese students’ emotional experiences during a STEM inquiry lesson and to refine the conceptualization of emotional energy from Confucian cultural perspectives. Results In a STEM inquiry, context knowledge about micro-cultural diversity and the interplay between Chinese emotional experiences and engagement with ideas are explored. Notions of uniformity and harmony are described through cultural practices as they relate to emotional energy. The study contributes to understanding the diversity of emotional energy as a student experience and?social form of engagement, during a STEM inquiry activity in a Confucian heritage context. Conclusions This study contributes to understandings of student experiences of uniformity, harmony, and variations to intensity of emotional energy during learning via STEM inquiry. Modifications to the conceptualization of emotional energy in STEM education are indicated. Our findings inform an understanding of student emotive experiences of STEM education in East Asian and multi-cultural education systems internationally.
机译：背景技术了解茎教育中的文化多样性对于所有人来说都很重要。我们探讨了一个涉及学生情感经验和互动实践的微文化课堂水分，因为他们与学习互动，这在对茎教育的自然研究中受到有限的关注，特别是在东亚文化中。在这项研究中，我们使用情感能量，统一性和和谐概念的解释方法探讨了一所中小学导游在中国小学的指导询问课程中的情感经验。情绪能量是从成功的社交互动中出现的一个人的团结和团结和团结的体验。统一性和和谐是儒家遗产文化中有关的情感概念。本研究的目的是探索中国学生在干询问教训期间的情感经验，并从儒家文化视角中改进情绪能量的概念化。探讨了关于微文化多样性的背景知识，探讨了中国情感经验与思想之间的相互作用。通过文化实践描述了均匀性和和谐的概念，因为它们与情感能量有关。该研究有助于了解情绪能源作为学生经历的多样性，以及在儒家遗产背景下的探究活动期间参与的社会形式。结论这项研究有助于了解均匀性，和谐和在学习期间的情绪能量强度的变化的理解。指出了对茎教育中情绪能量的概念化的修改。我们的调查结果了解在国际上，了解东亚和多元文化教育系统茎教育的学生情感经验。

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