What is the Affective Domain and where does it come from? Considering the Affective Domain in Geoscience education

Jenefer Husman

Arizona State University

“There can be little doubt that affect is the most important yet least understood influence on the way people think and behave in social situations.”

Joseph P. Forgas, Handbook of Affect and Social Cognition (2001)

Why Affect Is Missing From Science Education Classification of mental faculties led to cognitive,

affective, and psychomotor domains. Reasons that affect has been overlooked include:

Archetypal image of science, in which reason is separated from feeling

Long-standing cognitive tradition in science education Confusing definitions of affective constructs Lack of well-developed affect assessment practices

“Cold conceptual change”

The students need to be - dissatisfied with existing conceptions and knowledge, and find new conceptions

- intelligible and plausible. Finally, students must find that new conceptions are

- fruitful and lead to new insights. (Posner et al. 1982)

Motivation Emotions Beliefs and values Epistemological understanding Social context

The “warming trend” in conceptual change - what’s ’hot’?

Motivation and conceptual change

Bringing two strands of research together (Pintrich, Marx, and Boyle, 1993)

Motivation research focused ‘what motivates’, and, CC research assumed students engagement (thus leading to conceptual change)

Key message is that the ‘quality’ of engagement will determine conceptual change (mastery goals, personal interest, values, importance, epistemological beliefs, self-efficacy and control beliefs)

Emotions

In the past 10 years, educational research has begun to pay attention to the growing importance of emotion research in basic disciplines of psychology and neuroscience.

Results…

1. Emotions are situated and dynamic 2. Students’ emotions are richer than

traditional views suggest3. Emotions may be central to students’

interest, motivation, volition and effort. 4. In sum, research show the multiplicity and

functional relevance of students' emotions.

Emotions - as in distaste for the topic

1. Students who have difficulties in learning the topic but who make no reference to their like or dislike for the particular material;

2. Students who are inhibited in their learning through distinct distaste for the topic itself;

3. Those who have arrived at equilibrium between their wariness of the issues and an informed view of the risks involved (Watts & Alsop, 1997. p. 359)

2. Emotions - directing attention and focus

Students can focus on succeeding with exams and getting the teacher’s approval but, they can also strive for deep understanding

Hence, emotions influence to what the students will attend and put in focus (Claxton, 1991)

3. Emotions - as in ‘identity’ or feelings of belonging to a group

“Identity” and affect influence students as they ally themselves, or argue for different explanations.

This can lead to difficulties in identifying contradictions and incorrect explanations. (Limón, 2003)

Beliefs and values

In constructing understanding, students’ readiness to question and reflect upon what they believe outweighs the content of their beliefs. (Southerland & Sinatra, 2003)

In discussing the generality of the findings the authors write:

“ Evolution is a complex topic that is inherently difficult to learn even when ones personal beliefs do not conflict with the content. The situation becomes even more complex when firmly held religious beliefs are perceived to be in direct conflict with the scientific explanations of human evolution in general, and heightened for explanations of human origins. /…/…

Motivation

Motivation is an internal state that arouses, directs, and sustains behavior.

The study of motivation attempts to

-explain why students strive for particular goals when learning science

-how intensively they strive

-how long they strive

CAROL DWECKThe GOALS that individuals pursue create the framework within which they interpret and react to events.

TASK GOALS vs PERFORMANCE GOALS

Understanding Student Goals

Types of Goals

Mastery (Task or Learning) goals - generally focused on the task

Performance (Ego) goals – generally focused on what your performance has to say about you

Approach – Wanting to do better that others (high need for achievement)

Avoidance – wanting to avoid failure (High fear of failure)

Because they have different IMPLICIT THEORIES

about the nature of intelligence

WHY DO PEOPLE PURSUE DIFFERENT GOALS IN THEIR OWN LEARNING?

FIXED ENTITY VIEW

INCREMENTAL VIEW

Creating Fixed Beliefs in the Science Classroom

“You’re a born geologist.” “It’s not your fault.” “You’re just not meant to do

this.”

Creating Incremental Beliefs in the Classroom

“If you keep working as hard as you are now, you’re going to be a great geologist!

“This is really hard for everyone—you just have to keep working.”

“Interest, passion and hard work—that’s what you need to be a geologist.”

Using Praise to Create Incremental Beliefs

Appreciate, don’t control Be genuine Point out specific things that students

have done well Attribute their success to effort; help

them believe they can do it again Give them specific examples of their

personal improvement

Small Changes, Big Effects

Take student affect into account Students’ emotions are rich—they may

be both negative and positive Identify and foster positive emotions Be on the lookout for negative affect and

try to intervene early Support mastery orientation Support incremental views of learning

and success