TY - JOUR
T1 - Engaging students to learn through the affective domain
T2 - A new framework for teaching in the geosciences
AU - van der Hoeven Kraft, Katrien J.
AU - Srogi, Leeann
AU - Husman, Jenefer
AU - Semken, Steven
AU - Fuhrman, Miriam
PY - 2011/5
Y1 - 2011/5
N2 - To motivate student learning, the affective domain-emotion, attitude, and motivation-must be engaged. We propose a model that is specific to the geosciences with theoretical components of motivation and emotion from the field of educational psychology, and a term we are proposing, "connections with Earth" based on research in the fields of environmental education and art education. When all three of these components (motivation, emotion, and connections with Earth) are combined in the classroom, students may experience greater interest in and connection to the content. This interest and connection may lead to greater motivation to learn and value the content. We use our model to evaluate three practices in geoscience education and show that their demonstrated success in achieving student learning lies in the attention to students' affective needs as well as to delivery of content. We propose a future research agenda using currently developed, validated instruments that can measure these motivational and attitudinal shifts to determine what practices work best for our students from both cognitive and affective perspectives. Although this was conducted in both Europe and the United States, the implications of this research may extend across cultures and nationalities. Additional research needs to be conducted to understand these implications.
AB - To motivate student learning, the affective domain-emotion, attitude, and motivation-must be engaged. We propose a model that is specific to the geosciences with theoretical components of motivation and emotion from the field of educational psychology, and a term we are proposing, "connections with Earth" based on research in the fields of environmental education and art education. When all three of these components (motivation, emotion, and connections with Earth) are combined in the classroom, students may experience greater interest in and connection to the content. This interest and connection may lead to greater motivation to learn and value the content. We use our model to evaluate three practices in geoscience education and show that their demonstrated success in achieving student learning lies in the attention to students' affective needs as well as to delivery of content. We propose a future research agenda using currently developed, validated instruments that can measure these motivational and attitudinal shifts to determine what practices work best for our students from both cognitive and affective perspectives. Although this was conducted in both Europe and the United States, the implications of this research may extend across cultures and nationalities. Additional research needs to be conducted to understand these implications.
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U2 - 10.5408/1.3543934a
DO - 10.5408/1.3543934a
M3 - Article
AN - SCOPUS:84856142171
SN - 1089-9995
VL - 59
SP - 71
EP - 84
JO - Journal of Geoscience Education
JF - Journal of Geoscience Education
IS - 2
ER -