ABSTRACT
The purpose of this chapter is to describe the ways in which emotions are construed as part of science education. Grounding my theoretical conception of emotion in sociolinguistics and social psychology, I explicate a conceptualization of emotions that is interactional, contextual, intertextual, and consequential. Drawing from my research program and other science education studies, I attend to the ways in which emotions are part of the discourse in science classrooms. I highlight the affordances and constraints of using sociolinguistics to examine emotions in science learning settings and offer recommendations for examining emotions in discourse.
