Affective Objectives in Community College Science.

Autor/in	Ediger, Marlow
Titel	Affective Objectives in Community College Science.
Quelle	(1999), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Affective Behavior; Affective Objectives; Democratic Values; Educational Practices; Educational Principles; Elementary Education; Elementary School Science; Emotional Development; Emotional Intelligence; Learning Strategies; Science Activities; Science Education; Science Instruction; Science Process Skills; Science Teachers; Student Attitudes; Student Behavior; Student Centered Curriculum; Student Development; Student Interests; Student Motivation; Student Role; Teaching Methods + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Bildungspraxis; Bildungsprinzip; Elementarunterricht; Gefühlsbildung; Emotionale Intelligenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Student behaviour; Studieninteresse; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Science teachers need to stress several kinds of objectives in teaching and learning. One kind, cognitive, receives major emphasis by teachers. In addition to vital facts and concepts, pupils should also acquire major generalizations. And, in addition to facts, concepts, and generalizations, pupils also need to be able to think critically. Cognitive objectives are salient for pupils to achieve in ongoing lessons and units of study. Related to cognitive objectives are affective ends for pupil attainment. Affective objectives in science involve attitudes, feelings, emotions, and beliefs. Teachers who stress the emotions and their consequences for individuals emphasize heavy pupil involvement in curriculum development. Pupils' interests are salient in learner-centered instruction. The attitudinal dimension of the learner is paramount in an affective-centered science curriculum. Finally, there are five dimensions of emotional intelligence: self-awareness, handling emotions, feeling motivated in achieving definite goals, empathy, and development of social skills enables a pupil to help others in everyday situations in life. Emotional intelligence harmonizes well with an affective science curriculum. Affective and cognitive objectives interact. Democracy as a way of life emphasizes that pupils respect each other's ideas and contributions. The affective domain cannot be separated from the cognitive. (VWC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01