Emotion, honour, and social justice in science education
Discover Education, cilt.5, sa.1, 2026 (Scopus)
- Yayın Türü: Makale / Derleme
- Cilt numarası: 5 Sayı: 1
- Basım Tarihi: 2026
- Doi Numarası: 10.1007/s44217-026-01740-2
- Dergi Adı: Discover Education
- Derginin Tarandığı İndeksler: Scopus, EBSCO Education Source, Education Abstracts, ERIC (Education Resources Information Center), Directory of Open Access Journals, Education Source Ultimate (EBSCO)
- Anahtar Kelimeler: Affective domain and science education, Culturally responsive teaching, Pekrun’s control-value theory, Social justice and honour-oriented pedagogy, Student engagement and motivation
- Yıldız Teknik Üniversitesi Adresli: Evet
Özet
This article addresses the theoretical gap arising from the lack of integration between microlevel psychological affective theories and macrolevel sociological justice frameworks in science education. Pekrun’s control-value theory is synthesised with the sociocultural approaches of Valenzuela and Gay. The findings reveal that the concept of “honour” functions as the missing affective catalyst bridging individual cognitive appraisals and macrosocietal realities. Conclusively, the study presents a novel theoretical framework advocated for life-integrated holistic science learning, explicitly rejecting mere cognitive knowledge transmission. It is recommended that educational policies and pedagogical practices be urgently restructured around this transformative, holistic framework that actively honours student identity.