Affective domain meaning

Affective Domain of Most people think of learning as an intellectual or mental function. However, learning is not a just a Benjamin Bloom The affective domain is one of three domains in Bloom's Taxonomy. In the 1950's, Benjamin Bloom headed a group of • Cognitive ( • Affective (feeling) • Psychomotor (doing) The group focused on the cognitive domain which involves knowledge and the development of intellectual skills. In 1956, they published Taxonomy of educational objectives: The classification of educational The affective domain was later addressed in 1965 in Taxonomy of educational objectives: Handbook II: Affective domain (Krathwohl, D.R., Bloom, B.S., and Masia, B.B.). Affective Domain The affective domain involves our feelings, emotions, and attitudes. This domain includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, • Receiving • Responding • Valuing • Organization • Characterization Internalization This domain forms a hierarchical structure and is arranged from simpler feelings to those that are more complex. This hierarchical structure is based on the principle of internalization. Internalization refers to the process whereby your affect toward something goes from a general awareness level to a point where the affect is internalized and consistently guides or controls your behavior. Therefore, with movement to more complexity, you become more involved, committed, and internally motivated. Affective Domain...

Introduction Bloom's Taxonomy, as you may already have read in the Cell on the cognitive domain, is one of the most extensively used (and maybe misused) works in all of education 1. Bloom’s taxonomy in any domain, cognitive or affective or psychomotor, can serve many purposes: it can (1) provide a common language among educators; (2) help determine the alignment of objectives, learning activities, and assessment (even in the affective domain); and (3) stretch the educational possibilities, especially in the affective domain, to give greater vision and imagination to courses and curricula 2. Use of Bloom’s taxonomy may even encourage learning at a deeper rather than a more surface level. (See the Cell: Surface and Deep Learning.) Learning Objectives (what you can reasonably expect to learn in the next 15 minutes): • Explain the importance of including learning objectives in the affective domain. • Describe some promising approaches to teaching in the affective domain. • Classify examples of objectives into aspects of Bloom’s Taxonomy (in the affective domain): Receiving, Responding, Valuing, Commitment, Organization, Characterization. To what extent are you now able to meet the above objectives? Please record your self-assessments. (0 is not at all and 5 is completely) Objectives in any domain describe what learners are expected to do (new or differently) as a result of instruction. Objectives in the affective domain involve learning powerful dispositions, preferences, valu...

My students aren't motivated - how can I help them? Teachers have a lot to do with their students' motivational level. A student may arrive in class with a certain degree of motivation. But the teacher's behavior and teaching style, the structure of the course, the nature of the assignments and informal interactions with students all have a large effect on student motivation. We may have heard the utterance, "my students are so unmotivated!" and the good news is that there's a lot that we can do to change that. Related Links Educational psychology has identified two basic classifications of motivation - intrinsic and extrinsic. Intrinsic motivation arises from a desire to learn a topic due to its inherent interests, for self-fulfillment, enjoyment and to achieve a mastery of the subject. On the other hand, extrinsic motivation is motivation to perform and succeed for the sake of accomplishing a specific result or outcome. Students who are very grade-oriented are extrinsically motivated, whereas students who seem to truly embrace their work and take a genuine interest in it are intrinsically motivated. Motivating Students This Tools for Teaching by Barbara Gross Davis (Jossey-Bass Publishers: San Francisco, 1993) is a great place to start for ideas and tips about increasing student motivation in your classes. The author presents a handy distillation of research on motivation and uses examples and anecdotes that bring this material to life. In addition to general strategies,...

As science faculty, we naturally emphasize the cognitive domain in our teaching. After all, students think and learn with their brains (we hope!). Yet the affective domain can significantly enhance, inhibit or even prevent student learning. The affective domain includes factors such as student motivation, attitudes, perceptions and values. Teachers can increase their effectiveness by considering the affective domain in planning courses, delivering lectures and activities, and assessing student learning. Resources for learning more about the affective domain • • • NAGT turns 85! May 13 marks NAGT's 85th birthday! Since 1938, the National Association of Geoscience Teachers has promoted excellence in geoscience education and supporting the community of geoscience educators. Help us celebrate 85 years by sharing a story and/or by making a donation. Your contribution to NAGT will help us continue to inspire geoscience educators and promote Earth education for all. Request NAGT Sponsorship for AGU23 Session Proposals by April 3 Are you planning on proposing a geoscience education themed workshop, session, or town hall for AGU23? Apply to have NAGT and/or our topical Divisions (Geo2YC, Geoscience Education, and Teacher Education) sponsor your session by April 5! The deadline to propose a workshop to AGU is April 12. Submit your application for NAGT sponsorship by April 3.