By Murat Kahveci, MaryKay Orgill
This is a distinct source for these wishing to handle the affective area as they examine and resolve difficulties in chemistry schooling. Contributions through world-leading specialists conceal either primary concerns and functional case stories. This paintings fills a spot within the literature of chemistry schooling, which to date has focussed ordinarily at the cognitive area. The affective area refers to feelings-based constructs corresponding to attitudes, values, ideals, reviews, feelings, pursuits, motivation, and a level of attractiveness or rejection. it could actually have an effect on scholars’ curiosity in technological know-how subject matters and their motivation to persevere in studying technology concepts.
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Additional resources for Affective Dimensions in Chemistry Education
K. ), International handbook of research of psychology in education (pp. 75–104). Bingley: Emerald. , & Hersh, R. H. (1977). Moral development: A review of the theory. Theory Into Practice, 16(2), 53–59. 1080/00405847709542675. Koltko-Rivera, M. E. (2006). Rediscovering the later version of Maslow’s hierarchy of needs: Self-transcendence and opportunities for theory, research, and unification. Review of General Psychology, 10(4), 302–317. Krathwohl, D. , Bloom, B. , & Masia, B. B. (1968). The affective domain.
Taber, K. S. (2013a). A common core to chemical conceptions: Learners’ conceptions of chemical stability, change and bonding. In G. Tsaparlis & H. ), Concepts of matter in science education (pp. 391–418). Dordrecht: Springer. Meeting Educational Objectives in the Affective and Cognitive Domains:. . 27 Taber, K. S. (2013b). Modelling learners and learning in science education: Developing representations of concepts, conceptual structure and conceptual change to inform teaching and research. Dordrecht: Springer.
Rahayu concepts, is not merely a cognitive process (Garritz, 2010) but also involves the affective dimension. There is no doubt that affect is one of the most important influences on the way students think and behave in social situations like in a classroom, but in practice how and why these cognitive and affective influences occur is not fully understood (Forgas, 2001); at the same time research studies exploring the link between the affect and a meaningful understanding of scientific concepts are limited (Nieswandt, 2007).