A feeling for learning: modelling affective learning in school science

Abstract

Much of the work on conceptual change in the learning of science has focused on the cognitive domain—the factors influencing and underwriting the knowledge acquired by learners. Many writers have used the model developed by Strike and Posner (1985) who suggest that conceptual exchange will only take place when the matter to be learned is seen to be intelligible, plausible and fruitful. While these are important ingredients for learning, this is a particularly cognitive approach and their model takes little account of the affective domain. Through a series of studies in the UK and elsewhere we argue that subject matter needs also be seen to be ‘salient’, ‘palatable’ and ‘germane’. We explain our use of these expressions through a range of examples drawn from our own studies in the area, though we focus in particular on a recent survey of teachers and student teachers concerning the learning of radiation and radioactivity in schools. This argument takes discussions of conceptual change clearly into the affective domain and we explore a small range of contemporary literature which deals with the emotional aspects of learning. Our summary comments examine the need for teachers to have greater awareness of this major component of classroom work.

KEY WORDS:

• school science curriculum
• affective domain
• emotional aspects of learning