Affectivity in science teaching

Abstract

The cognitive models are relevant and useful for conceptualizing student learning, but their reliance on a model of academic learning as cold and isolated cognition may not adequately describe learning in the classroom context. That is because the learning of scientific concepts is more than a cognitive process. Students’ interest and attitudes towards science as well as their perceptions of how well they will perform in learning contexts may play important roles in developing a meaningful understanding of science, one that goes beyond rote memorization towards the ability to explain everyday phenomena with current scientific knowledge. Teaching is highly charged with feeling, aroused by and directed towards not just people but also values and ideals. Behind practitioners’ affective reactions to both their work and the settings in which it takes place lies the close personal identification of teachers with their profession. We have to draw attention to several decades of neglecting a research topic which is of daily concern to practitioners. Despite the passion with which teachers have always talked about their jobs, there is relatively little recent research into the part played by or the significance of affectivity in teachers’ lives, careers and classroom behaviour. Good teaching is characterized by a Supportive Classroom Climate; that is, a favourable classroom learning environment. The affective domain can be summarized by beliefs, attitudes and emotions; by interests, motivation and goals.