A Study of the Affective Domain in School Science

Nasr, Mohamed A. A (1976) A Study of the Affective Domain in School Science. PhD thesis, University of Glasgow.

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It has been found that the present science syllabuses to 'O' grade contain material which is of high social relevance. However, normal classroom teaching can take place quite satisfactorily from a certificate point of view but neglect the conscious teaching of these socially important topics. It seems that schools are successful with the cognitive domain but tend to be less successful in helping to develop desirable social attitudes and the willingness to communicate. The purpose of this study is to enable the 'O' grade pupils to develop desirable social attitudes and awareness, change existing attitudes, and as a bonus, to encourage the development of group skills such as communication, co-operation and discussion. Pour topics were chosen for the purpose of the study - "Food and Man" in the third year biology syllabus; "Water Pollution, "Air Pollution" and "Bronchitis and Cancer of the lung", all these three are in the fourth year biology syllabus. Two different kinds of material were prepared, one for the Experimental Group, and the other for the Control Group. For the Experimental Group it included (a) media : games, simulation games, a multimedia package and audio-visual programme; (b) pupil tests; (c) / (c) teacher questionnaire; (d) articles . For the Control Group it included -(a) factual articles; (b) pupil tests; (c) teacher questionnaire. Six schools were chosen for the purpose of the study, and the pupils who used the material were in third and fourth year leading to 'O' grade. The general method of application was that the Experimental Group was provided with the simulation and other new materials, whereas the Control Group was provided with an article containing the same facts as appeared in the simulation, etc. Then both were given the same cognitive and affective tests. Findings showed that the study for the Experimental Group has - (a) provided a useful addition to the work normally carried out in the classrom; (b) contributed to the knowledge reinforcement and recall; (c) helped the pupils to be willing to communicate their understanding to others (through discussion, argument, presentation and reporting); (d) provided the motivation advantage by helping the pupils to develop a high level of interest, enthusiasm and excitement; (e) / (e) helped the pupils to become capable of making their own decisions; (f) encouraged the pupils to be able to work co-operatively with others; (g) provided interaction and peer learning.

Item Type: Thesis (PhD)
Qualification Level: Doctoral
Keywords: Science education, Curriculum development
Date of Award: 1976
Depositing User: Enlighten Team
Unique ID: glathesis:1976-78724
Copyright: Copyright of this thesis is held by the author.
Date Deposited: 30 Jan 2020 14:58
Last Modified: 30 Jan 2020 14:58
URI: https://theses.gla.ac.uk/id/eprint/78724

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