The circumplex model of affect: An integrative approach to affective neuroscience cognitive development, and psychopathology. Dev. Psychopathol. 17, 715–734. Rahayu, S. (2015). “Evaluating the affective dimensions in chemistry education ...
Identifying and Supporting Productive STEM Programs in Out-of-School Settings draws from a wide range of research traditions to illustrate that interest in STEM and deep STEM learning develop across time and settings.
The Affective and Cognitive Domains: Integration for Instruction and Research
'Affective Learning Together' contains in-depth theoretical reviews and case studies in the classroom, of the social and affective dimensions of group learning in a variety of educational situations and taught disciplines, from small groups ...
Monitoring progress toward successful K-12 STEM education: A nation advancing? Committee on the evaluation framework for successful K-12 STEM education, Board on science education and board on testing and assessment, ...
A Workshop Summary National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Board on Science Education Margaret Hilton. William Bonvillian is director of the Washington, DC, ...
The authors examine the status of oral communication training in New Zealand universities and the debate concerning employer attitudes to this issue . The specific relevance of these issues to science education is explored through ...
This book addresses core issues related to school learning and the use of developmental/cognitive science models to improve school-based instruction.
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.
All Progress volumes will be edited collections. Editors of such collections, upon consultation with the Series Editor, may elect to have their books published either as contributions to the Progress sequence or as separate volumes.
The proposals in this book have the potential to substantially improve the knowledge base that supports teaching and learning by pursuing answers to questions at the core of teaching practices.