DOI QR코드

DOI QR Code

Integrative Cognitive-Affective Learning in a Primary Science Lesson

  • Siang, Tan Kok (National Institute of Education) ;
  • Santhanasamy, S. Nirmala Devi (Xishan Primary School)
  • Received : 2012.05.28
  • Accepted : 2012.07.30
  • Published : 2012.08.31

Abstract

The first category of Affective Domain objectives in Bloom's Taxonomy is about "Receiving". In it, the first subdivision listed is "Awareness" (Krathwohl, Bloom & Masia, 1964). Since these categories are intended to be hierarchical in ascending order of internalization, it is important that young learners be given ample opportunities in their learning experiences in class to be aware of positive values and effective life skills. This paper reports a feasibility study on the adoption of an integrative cognitive-affective learning approach in a primary school science lesson. 37 primary six students in a Singapore primary school were taught the concept of centre of gravity, including a hands-on activity to find the centre of gravity of an irregularly shaped cardboard by using a plumbline. After reviewing how a plumbline works, their teacher then led them into a discussion on the question "Who is the plumbline in your life?" a reference to identifying positive role models in their lives. From the transcript of the students' in-class sharing and their written responses to the question, it is clear that the integrative cognitive-affective learning approach did enable students to present their ideas and learning experiences in the affective domain quite readily. This conclusion provides a valuable lead to a follow-up project on whether students who are exposed to such integrative learning approaches will be more capable and more aware of identifying important positive social habits or values. If so, then the teaching of values in schools could take on a whole new dimension, that of borrowing students' learning energy in the cognitive domain to learn values and life skills in the affective domain.

Keywords

Affective Learning;Attitude;Life Skills;Primary Science;Values

References

  1. Martin, B.L. & Briggs, L.J. (1986). The affective and cognitive domains: integration for instruction and research. Englewood Cliffs, New Jersey: Educational Technology Publications, Inc.
  2. Melton, R. (1997). Objectives, competences and learning outcomes: developing instructional. London: Kogan Page Ltd.
  3. Ministry of Education [MOE], (2012a). Ministry of Education Homepage. Retrieved July 24, 2012, from http://www.moe.edu.sg
  4. Ministry of Education [MOE], (2012b). Primary science syllabus, 2008. Retrieved July 24, 2012, from http://www.moe.gov.sg/education/syllabuses/sciences/files/scienceprimary-2008.pdf
  5. Ministry of Education [MoE], (2012c). Nurturing our young for the future. Competencies for the 21st Century. Retrieved July 24, 2012, from http://www.moe.gov.sg/committee-of-supply-debate/files/nurturingour-young.pdf
  6. Organisation for Economic Co-operation and Development [OECD], (2012). Education, economy and society. Retrieved July 24, 2012, from http://www.oecd.org/topic/0,3699,en_2649_39263294_1_1_1_1_37455,00.html
  7. Popham, W.J. (2010). Everything school leaders need to know about assessment. London: Sage Ltd.
  8. Stuhlman, M.W., Hamre, B.K., Downer, J.T. & Pianta, R.C. (2010). A practitioner's guide to conducting classroom observations. Part 1. Why should we use classroom observation. Virginia, VA: University of Virginia, Center for Advanced Study of Teaching and Learning (CASTL)
  9. Swiss National Centre for Competence in Research, (2012). Affective sciences: Potential applications. Retrieved July 24, 2012, from http://www.affective-sciences.org/areasapplications-overview
  10. Tan, K.S. (2009, June). Projects on Learning Engagements in Affective Science Education (PLEASE). Paper presented at Redesigning Pedagogy International Conference 2009, Singapore.
  11. Tan, K.S., Goh, N.K. & Chia, L.S. (2006). Bridging the cognitive-affective gap: Teaching chemistry while advancing affective objectives: The Singapore curricular experience. Journal of Chemical Education, 83,(1), 59-63. https://doi.org/10.1021/ed083p59
  12. Tan, K.S., Heng, C.Y., Lin, Z.K., & Tan, S.H. (2010, December). Teaching school science within the cognitive and affective domains. Paper presented at the Global Chinese Conference on Science Education, Hong Kong.
  13. Zimmerman, B.J. & Shunk, D.H. (2003). Educational psychology: a century of contributions. New Jersey: Lawrence Erlbaum Associates,Inc.
  14. Anderson, L.W & Bourke, S.F. (2000). Assessing affective characteristics in schools. Mahwah, N.J.: Lawrence Erlbaum Associates, Inc.
  15. Barber, M., & Mourshed, M. (2007). How the world's best-performing school systems come out on top. London: McKinsey & Co. Retrieved July 24, 2012, from http://www.mckinsey.com/App_Media/Reports/SSO/Worlds_School_Systems_Final.pdf
  16. Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.
  17. Buehl , D. (2009). Classroom strategies for interactive learning. International Reading Association, Inc.
  18. Department of Statistics, Singapore (2011). Monthly digest of statistics of Singapore. July 2011. Singapore: Department of Statistics.
  19. Dornan, J. (2008). Learning from Singapore: The findings of a delegation of North Carolinians that examined education and the economy. Raleigh, NC: Center for International Understanding, the University of North Carolina.
  20. Fogarty, R. (1994). Teach for metacognitive reflection. Glenview, Illinois: Pearson, Skylight.
  21. International Alliance of Leading Education Institutes. (2012). Teacher Education. Retrieved July 24, 2012, from http://www.intlalliance.org/ialeimagazine/teachereducation/
  22. Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of Educational Objectives, the Classification of Educational Goals. Handbook II: Affective Domain. New York: David McKay Co., Inc.