Affective Domain and Student Learning in the Geosciences
Affective Domain and Student Learning in the Geosciences
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地球科学中的情感领域和学生学习
DOI：
10.5408/1.3604828
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发表时间：
2011
影响因子：
--
通讯作者：
Katrien J. van der Hoeven Kraft
中科院分区：
文献类型：
--
作者：
D. McConnell;Katrien J. van der Hoeven Kraft
摘要 数十年的科学教育研究为我们提供了多种工具来处理学生学习背后的认知过程。然而，我们对学生的情感、感觉、态度、情绪和价值观的关注却少得多，这些情感、态度、情绪和价值观可能会鼓励或阻止采取有效的学习行为。尽管情感领域已被证明对学生的学习有重大影响，但这种情况仍然发生。提高对情感领域在科学中的作用的认识有可能改善学生的学习、促进专业招生并减少学生流失。我们建议，地球科学教育研究界将受益于更多地考虑情感领域作为学习过程的关键组成部分的作用。
Abstract Decades of science education research have provided us with a variety of tools to deal with the cognitive processes behind our students' learning. However, we have placed much less attention on student affect, the feelings, attitudes, emotions, and values that can encourage or discourage the adoption of effective learning behaviors. This has occurred even though the affective domain has been demonstrated to have a significant influence on student learning. An increased awareness of the role of the affective domain in the sciences has the potential to improve student learning, boost recruitment of majors, and reduce student attrition. We propose that the geoscience education research community would benefit from giving greater consideration to the role of the affective domain as a key component of the learning process.