Affective Learning in Science Using Reversed Analogy

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Project Type: Practitioner Inquiry
Discipline: Science
Duration: 09/2015 - 07/2016
Domain: Pedagogical Approaches

Abstract:


Reversed Analogy is a strategy that aims to engage students not only in deep understanding of content knowledge, but also in the affective domain of learning. According to North Central Regional Educational Laboratory (2015), the affective domain of learning has three dimensions, (i) feelings, (ii) emotions and (iii) self-esteem, and involves behaviours and attitudes that are not easily assessed such as student awareness, interest, attention, concern and responsibility. This study will share how affective learning is infused in Physics lessons through Reversed Analogy, and how the strategy has led to a deeper level of engagement and 
understanding of the content students have to master (cognitive) and at the same time provided an opportunity for them to apply their learning affectively.

Research Personnel:


Role
Name
Department
InvestigatorMs Angela Tan Poh Poh   Science

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