Incorporating oximeter analyses to investigate synchronies in heart rate while teaching and learning about race

被引：1

作者：

Amat A. ^{[1
]}

Zapata C. ^{[2
]}

Alexakos K. ^{[3
]}

Pride L.D. ^{[2
]}

Paylor-Smith C. ^{[2
]}

Hernandez M. ^{[3
]}

机构：

[1] Universitat de Vic-Universitat Central de Catalunya, Barcelona

[2] The Graduate Center, City University of New York, New York, NY

[3] Brooklyn College, City University of New York, Brooklyn, NY

来源：

Cultural Studies of Science Education | 2016年 / 11卷 / 3期

关键词：

Emotions; Learning; Oximeter; Race; Synchrony; Teaching;

D O I：

10.1007/s11422-016-9767-z

中图分类号：

学科分类号：

摘要：

In this paper, we look closely at two events selected through event-oriented inquiry that were part of a classroom presentation on race. The first event was a provocative discussion about Mark Twain’s (Pudd’nhead Wilson, Harper, New York, 1899) and passing for being White. The other was a discussion on the use of the N-word. Grounded in authentic inquiry, we use ethnographic narrative, cogenerative dialogues, and video and oximeter data analyses as part of a multi-ontological approach for studying emotions. Statistical analysis of oximeter data shows statistically significant heart rate synchrony among two of the coteachers during their presentations, providing evidence of emotional synchrony, resonance, and social and emotional contagion. © 2016, Springer Science+Business Media Dordrecht.

引用

页码：785 / 801

页数：16

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