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<p>Students’ emotions in science classes play an important role in shaping their learning outcomes, processes, and science identity. Physics, in particular, is acknowledged as a discipline&#xa0;where women struggle with feelings of belonging. This study explored the emotions of three undergraduate women students in a group as they navigated learning in an inquiry-based physics class. Specifically, we explored factors influencing their emotions experienced in their physics class and the relationships between those emotions and their learning and engagement in the class. Student interviews served as the primary sources of data. Using qualitative methodologies, we identified key themes related to the women students’ emotions, such as teachers’ quality and relatability, course design and structure, disciplinary identity, and group dynamics. Each theme is discussed in terms of its influence on the students’ learning and engagement in the class. We found that when the students shared their negative emotions pertaining to learning physics and received validation for their emotions from their group members, they began to cultivate a sense of belonging in the physics class.</p>

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We are bonded over physics: women students’ emotions in an inquiry-based physics course

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月8日

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  • Mihwa Park,
  • Weverton Ataide Pinheiro

摘要

Students’ emotions in science classes play an important role in shaping their learning outcomes, processes, and science identity. Physics, in particular, is acknowledged as a discipline where women struggle with feelings of belonging. This study explored the emotions of three undergraduate women students in a group as they navigated learning in an inquiry-based physics class. Specifically, we explored factors influencing their emotions experienced in their physics class and the relationships between those emotions and their learning and engagement in the class. Student interviews served as the primary sources of data. Using qualitative methodologies, we identified key themes related to the women students’ emotions, such as teachers’ quality and relatability, course design and structure, disciplinary identity, and group dynamics. Each theme is discussed in terms of its influence on the students’ learning and engagement in the class. We found that when the students shared their negative emotions pertaining to learning physics and received validation for their emotions from their group members, they began to cultivate a sense of belonging in the physics class.