ABSTRACT
This chapter discusses the body of work that is part of an interconnected program of research on emotional sense-making of climate change. The initial goal of the ongoing project was to examine emotional expressions in a science classroom setting to determine which aspects of the content elicited emotions. While studies of emotions have expanded into numerous fields, the historical perceptions of emotions as separate from science and learning are pervasive. Science often characterizes nature objectively, removing “emotional ties that bind us to each other and our world”. The meso-level analyses within the logic of inquiry, which is the focus of another segment of the project, provided insights into the ways in which participants expressed emotions across time and text throughout the course. Researching emotions, especially in educational contexts, presents a broad set of challenges relating to epistemological underpinnings of and methods to analyze emotions.
