Implementing Inquiry-Based Science Education to Foster Emotional Engagement of Special-Needs Students - Affective Dimensions in Chemistry Education - page 118

Fig. 3 Experimental task (outtake) of the learning circle (cp. Nov´, 2000 )

Table 5 Coding example 2
Category Indicator

Self-dependence 1.1 Lennard and Paul start to work on their own

Paul: Lennard, what are you doing?
Lennard: Installing the experiment.
Paul: Ok. What else do you need? Do you need [a] candle?

from his former behavior, where he often tried to be cool and to distract everyone
from working (Table 5 ).
Even in situations when Lennard behaved in a highly authoritarian manner and
could not share responsibility, Paul remained calm and conciliatory (Table 6 ).
Moreover, Paul showed that he comprehended the given task by appropriately
naming many of the technical terms he had learned during the phase of structured
inquiry. He realized that he could contribute his prior knowledge to the problem-