Affective Domains Contributing to Behavioural Intention in Teaching Science

2020-05-03
Affective Domains Contributing to Behavioural Intention in Teaching Science

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  • Author: Chan Sane Hwui
  • Publisher: Universiti Malaysia Sabah Press
  • ISBN: 967296241X
  • Category : Education
  • Languages : en
  • Pages :

The teaching profession is a highly stressful occupation and susceptible to burnout due to high levels of workload compared to other contact occupations. In Malaysia, the majority of science teachers are experiencing physical and mental drain after long periods of teaching service and mundane routine year in and year out. Despite the general assumptions of a teacher’s job is merely teaching from a textbook, a teacher’s workload includes teaching-related (class preparation and classroom management) and non-teaching related (administration and meetings). All these challenges required teachers to possess high self-efficacy beliefs, great teaching motivation, and positive attitudes toward teaching science. When the development of the affective domain is neglected during pre-service years, teachers’ behavioural intention in teaching science will subside gradually. This may cause emotional exhaustion, feelings of ineffectiveness, and job burnout when the pre-service teachers start to work in a high-pressure environment. The prime focus of this book includes the use of Partial Least Square-Structural Equation Modelling (PLS-SEM) approach in studying the mediating effect of attitudes toward teaching science in the relationship between teacher self-efficacy beliefs and teaching motivation on behavioural intention in teaching science. This book provides insights for policymakers to formulate courses on managing personal affective domains in the teacher education curriculum. It is also hoped that this book will be of interest to academicians and researchers on the topic related to teacher education and teaching professional development.

Evolution Education Around the Globe

2018-06-21
Evolution Education Around the Globe

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  • Author: Hasan Deniz
  • Publisher: Springer
  • ISBN: 3319909398
  • Category : Science
  • Languages : en
  • Pages : 464

This edited book provides a global view on evolution education. It describes the state of evolution education in different countries that are representative of geographical regions around the globe such as Eastern Europe, Western Europe, North Africa, South Africa, North America, South America,Middle East, Far East, South East Asia, Australia, and New Zealand.Studies in evolution education literature can be divided into three main categories: (a) understanding the interrelationships among cognitive, affective, epistemological, and religious factors that are related to peoples’ views about evolution, (b) designing, implementing, evaluating evolution education curriculum that reflects contemporary evolution understanding, and (c) reducing antievolutionary attitudes. This volume systematically summarizes the evolution education literature across these three categories for each country or geographical region. The individual chapters thus include common elements that facilitate a cross-cultural meta-analysis. Written for a primarily academic audience, this book provides a much-needed common background for future evolution education research across the globe.

Affective Dimensions in Chemistry Education

2015-01-08
Affective Dimensions in Chemistry Education

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  • Author: Murat Kahveci
  • Publisher: Springer
  • ISBN: 3662450852
  • Category : Science
  • Languages : en
  • Pages : 318

This is a unique resource for those wishing to address the affective domain as they research and solve problems in chemistry education. Contributions by world-leading experts cover both fundamental considerations and practical case studies. This work fills a gap in the literature of chemistry education, which so far has focussed mainly on the cognitive domain. The affective domain refers to feelings-based constructs such as attitudes, values, beliefs, opinions, emotions, interests, motivation, and a degree of acceptance or rejection. It can affect students’ interest in science topics and their motivation to persevere in learning science concepts.

Cognitive, Affective, Behavioral and Multidimensional Domain Research in STEM Education: Active Approaches and Methods towards Sustainable Development Goals (SDGs)

2022-04-25
Cognitive, Affective, Behavioral and Multidimensional Domain Research in STEM Education: Active Approaches and Methods towards Sustainable Development Goals (SDGs)

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  • Author: Jin Su Jeong
  • Publisher: Frontiers Media SA
  • ISBN: 2889749819
  • Category : Science
  • Languages : en
  • Pages : 203

Beyond Cartesian Dualism

2006-02-15
Beyond Cartesian Dualism

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  • Author: Steve Alsop
  • Publisher: Springer Science & Business Media
  • ISBN: 1402038089
  • Category : Science
  • Languages : en
  • Pages : 205

There is surprisingly little known about affect in science education. Despite periodic forays into monitoring students’ attitudes-toward-science, the effect of affect is too often overlooked. Beyond Cartesian Dualism gathers together contemporary theorizing in this axiomatic area. In fourteen chapters, senior scholars of international standing use their knowledge of the literature and empirical data to model the relationship between cognition and affect in science education. Their revealing discussions are grounded in a broad range of educational contexts including school classrooms, universities, science centres, travelling exhibits and refugee camps, and explore an array of far reaching questions. What is known about science teachers’ and students’ emotions? How do emotions mediate and moderate instruction? How might science education promote psychological resilience? How might educators engage affect as a way of challenging existing inequalities and practices? This book will be an invaluable resource for anybody interested in science education research and more generally in research on teaching, learning and affect. It offers educators and researchers a challenge, to recognize the mutually constitutive nature of cognition and affect.

What Girls Say about Their Science Education Experiences

2004-07
What Girls Say about Their Science Education Experiences

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  • Author: Michael Papadimitriou
  • Publisher: Trafford Publishing
  • ISBN: 1412034078
  • Category : Education
  • Languages : en
  • Pages : 216

What Girls Say About Their Science Education Experiences describes the science education experiences of 12 young ladies enrolled in advanced science courses in a Southeast Texas High School. What Girls Say... includes profiles of each girl and topical chapters dealing with generalizations about the key elements of experience that the girls illuminated. Also, a detailed review of the current literature related to girls and science is provided. The strength of the text lies in the use of the participants. words to describe their own experiences. Unfortunately, despite over 30 years of research related to gender and science education, females still are underrepresented in some upper-level high school science courses, particular college science curricula and majors, and many scientific careers. While boys and girls enter school with equal ability, girls are marginalized in science and math to the point that they trail males in science interest and participation by graduation time. However, such differences have decreased. While attitudes, achievement levels, and the other components of "the science education experience" have been quantitatively examined, very little qualitative analysis exists to describe the educational experience of females in American high school classrooms from the perspective of the student. A description of this phenomenon as constructed through the experiences of female students represents a worthy pursuit. This book represents an attempt to describe this phenomenon as constructed through the experiences of female students. Very simply, the purpose of this book was to describe the essential elements of the current science education experience as constructed by female physics and advanced chemistry students. The construct of science education experience for females included perceived (a) affective attitudes, (b) achievement and success, (c) ability, (d) cultural factors, (e) social-psychological factors, (f) interpersonal factors, and (g) instructional/teacher factors. All of these topics are addressed in What Girls Say About Their Science Education Experiences.

Behavioral Objectives in the Affective Domain

1969
Behavioral Objectives in the Affective Domain

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  • Author: Albert Frank Eiss
  • Publisher:
  • ISBN:
  • Category : Affective education
  • Languages : en
  • Pages : 54

Professional Development for Primary Teachers in Science and Technology

2012-01-01
Professional Development for Primary Teachers in Science and Technology

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  • Author: Marc J. de Vries
  • Publisher: Springer Science & Business Media
  • ISBN: 9460917135
  • Category : Science
  • Languages : en
  • Pages : 305

This book presents the research output of the Dutch project VTB-Pro, an internationally-oriented project that aimed at providing primary school teachers with the knowledge, abilities and attitudes that are necessary to implement science and technology education in their classes. An introductory chapter by Wynne Harlen and Pierre Lena positions this project in the international context. From the Foreword by Dr. Michel Rocard: I have been pleased to discover the VTB-Pro three-years project carried in the Netherlands (Broadening technological education in primary school). Focusing on professional development of teachers and presenting first hand testimonies and research, the present book demonstrates how to deal with this issue, so critical for a renewed pedagogy. With proper methods, the knowledge of science, the interest in science and technology, the pedagogical skills can all be improved among teachers who often have no or little affection for science.

Computational Science and Its Applications – ICCSA 2018

2018-07-03
Computational Science and Its Applications – ICCSA 2018

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  • Author: Osvaldo Gervasi
  • Publisher: Springer
  • ISBN: 3319951653
  • Category : Computers
  • Languages : en
  • Pages : 785

The five volume set LNCS 10960 until 10964 constitutes the refereed proceedings of the 18th International Conference on Computational Science and Its Applications, ICCSA 2018, held in Melbourne, Australia, in July 2018. Apart from the general tracks, ICCSA 2018 also includes 34 international workshops in various areas of computational sciences, ranging from computational science technologies, to specific areas of computational sciences, such as computer graphics and virtual reality. The total of 265 full papers and 10 short papers presented in the 5-volume proceedings set of ICCSA 2018, were carefully reviewed and selected from 892 submissions.

Learning Science in the Schools

2012-10-12
Learning Science in the Schools

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  • Author: Shawn M. Glynn
  • Publisher: Routledge
  • ISBN: 1136487786
  • Category : Education
  • Languages : en
  • Pages : 394

Science -- and the technology derived from it -- is having a dramatic impact on the quality of our personal lives and the environment around us. Science will have an even greater impact on the lives of our students. The lives of scientifically literate students will be enriched by their understanding, appreciation, and enjoyment of the natural world. To prosper in the near future, all students must become scientifically literate and embrace the notion of life-long learning in science. Without scientific literacy, it will become impossible for students to make informed decisions about the interrelated educational, scientific, and social issues that will confront them in the future. Intended for science teachers, teacher educators, researchers, and administrators, this volume is concerned with the innovative research that is reforming how science is learned in schools. The chapters provide overviews of current research and illustrate how the findings of this research are being applied in schools. This research-based knowledge is essential for effective science instruction. The contributors are leading authorities in science education and their chapters draw clear connections among research, theory, and classroom practice. They provide excellent examples from science classes in which their research has reformed practice. This book will help educators develop the scientific literacy of students. It bridges the gap between cutting-edge research and classroom practice to provide educators with the knowledge they need to foster students' scientific literacy.