The emotional science lab: exploring social and emotional dynamics in undergraduate biomedical science discovery learning

Abstract

Social and Emotional Learning (SEL) is seldom explicitly considered in science-based higher education (HE), yet we argue that group-based lab learning both requires, and facilitates, the development of valuable interpersonal and emotion skills. This study focuses on Year 1 and Year 2 Biomedical Science undergraduates, working in groups to undertake an innovative, discovery-based laboratory module. It explores students’ perceptions of how emotions impact science discovery learning and whether and how they used and developed social and emotional skills in this learning context. We draw together theories that explain the development of emotional intelligence and how people influence each other’s emotions, and apply them to an HE context. Data were collected using questionnaires and semi-structured interviews, and analysis identified three key themes: Situated and social emotion in the lab, Awareness of interpersonal emotional influence, SEL as experiential and relational. These give insight into the subtle yet powerful ways that students work with emotion in the process of collaborative discovery learning, and with peers. We identify successful strategies and challenges, and make recommendations for embedding SEL in Science, Technology, Engineering and Mathematics (STEM) HE settings. These include approaches to integrate context-relevant emotion skills development both explicitly and implicitly, and nurture peer emotional scaffolding