1. What is the Affective Domain and where does it come from? Considering the Affective Domain in Geoscience education Jenefer Husman Arizona State University

2. “ There can be little doubt that affect is the most important yet least understood influence on the way people think and behave in social situations. ” Joseph P. Forgas, Handbook of Affect and Social Cognition (2001)

3. Why Affect Is Missing From Science Education  Classification of mental faculties led to cognitive, affective, and psychomotor domains.  Reasons that affect has been overlooked include: Archetypal image of science, in which reason is separated from feeling Long-standing cognitive tradition in science education Confusing definitions of affective constructs Lack of well-developed affect assessment practices

4. “Cold conceptual change”  The students need to be - dissatisfied with existing conceptions and knowledge, and find new conceptions - intelligible and plausible. Finally, students must find that new conceptions are - fruitful and lead to new insights. (Posner et al. 1982)

5.  Motivation  Emotions  Beliefs and values  Epistemological understanding  Social context The “warming trend” in conceptual change - what’s ’hot’?

6. Motivation and conceptual change  Bringing two strands of research together (Pintrich, Marx, and Boyle, 1993)  Motivation research focused ‘what motivates’, and, CC research assumed students engagement (thus leading to conceptual change)  Key message is that the ‘quality’ of engagement will determine conceptual change (mastery goals, personal interest, values, importance, epistemological beliefs, self-efficacy and control beliefs)

7. Emotions  In the past 10 years, educational research has begun to pay attention to the growing importance of emotion research in basic disciplines of psychology and neuroscience.

8. Results… 1. Emotions are situated and dynamic 2. Students’ emotions are richer than traditional views suggest 3. Emotions may be central to students’ interest, motivation, volition and effort. 4. In sum, research show the multiplicity and functional relevance of students' emotions.

9. Emotions - as in distaste for the topic 1. Students who have difficulties in learning the topic but who make no reference to their like or dislike for the particular material; 2. Students who are inhibited in their learning through distinct distaste for the topic itself; 3. Those who have arrived at equilibrium between their wariness of the issues and an informed view of the risks involved (Watts & Alsop, 1997. p. 359)

10. 2. Emotions - directing attention and focus  Students can focus on succeeding with exams and getting the teacher’s approval but, they can also strive for deep understanding  Hence, emotions influence to what the students will attend and put in focus (Claxton, 1991)

11. 3. Emotions - as in ‘identity’ or feelings of belonging to a group  “Identity” and affect influence students as they ally themselves, or argue for different explanations.  This can lead to difficulties in identifying contradictions and incorrect explanations. (Limón, 2003)

12. Beliefs and values  In constructing understanding, students’ readiness to question and reflect upon what they believe outweighs the content of their beliefs. (Southerland & Sinatra, 2003)

13. In discussing the generality of the findings the authors write: “ Evolution is a complex topic that is inherently difficult to learn even when ones personal beliefs do not conflict with the content. The situation becomes even more complex when firmly held religious beliefs are perceived to be in direct conflict with the scientific explanations of human evolution in general, and heightened for explanations of human origins. /…/…

14. Motivation  Motivation is an internal state that arouses, directs, and sustains behavior.  The study of motivation attempts to -explain why students strive for particular goals when learning science -how intensively they strive -how long they strive

15. CAROL DWECK The GOALS that individuals pursue create the framework within which they interpret and react to events. TASK GOALS vs PERFORMANCE GOALS Understanding Student Goals

16. Types of Goals  Mastery (Task or Learning) goals - generally focused on the task  Performance (Ego) goals – generally focused on what your performance has to say about you Approach – Wanting to do better that others (high need for achievement) Avoidance – wanting to avoid failure (High fear of failure)

17. Because they have different IMPLICIT THEORIES about the nature of intelligence WHY DO PEOPLE PURSUE DIFFERENT GOALS IN THEIR OWN LEARNING? FIXED ENTITY VIEW INCREMENTAL VIEW

18. Creating Fixed Beliefs in the Science Classroom  “You’re a born geologist.”  “It’s not your fault.”  “You’re just not meant to do this.”

19. Creating Incremental Beliefs in the Classroom  “If you keep working as hard as you are now, you’re going to be a great geologist!  “This is really hard for everyone—you just have to keep working.”  “Interest, passion and hard work—that’s what you need to be a geologist.”

20. Using Praise to Create Incremental Beliefs  Appreciate, don’t control  Be genuine  Point out specific things that students have done well  Attribute their success to effort; help them believe they can do it again  Give them specific examples of their personal improvement

21. Small Changes, Big Effects  Take student affect into account  Students’ emotions are rich—they may be both negative and positive Identify and foster positive emotions Be on the lookout for negative affect and try to intervene early  Support mastery orientation  Support incremental views of learning and success