Model of affective learning for nonformal science education facilities

✍ Scribed by Joyce E. Meredith; Rosanne W. Fortner; Gary W. Mullins

• Publisher: John Wiley and Sons
• Year: 1997
• Tongue: English
• Weight: 254 KB
• Volume: 34
• Category: Article
• ISSN: 0022-4308
• DOI: 10.1002/(sici)1098-2736(199710)34:8<805::aid-tea4>3.0.co;2-z

✦ Synopsis

Objective setting and evaluation for learning in the affective domain are often neglected in educational programs, largely because affective learning is a poorly understood phenomenon. This is particularly problematic in nonformal science education facilities, which are uniquely suited to facilitate affective learning. To address this problem, a heuristic model of affective learning in nonformal educational facilities was developed. The model, referred to as the Meredith Model, displays a sequence of events occurring in the affective responses of learners in nonformal educational experiences and identifies factors which may influence individual events within this sequence. The model is proposed as a conceptual framework for gaining an increased understanding of affective learning and for making recommendations for practice of nonformal science education and for further research.