Sources of affect around interdisciplinary sense making

We unpack an episode in which a case study student in an Introductory Physics for Life Scientists (IPLS) course experiences positive and negative affect coupled to sources of frustration and satisfying resolution. We argue that the positive affect that the student experiences stems from an alignment between his identification as a sensemaker and his epistemological view of this physics course as one that that values sensemaking. Conversely, we...