Linking the experiential, affective and cognitive domains in biology education: a case study – microscopy. Issue 2 (3rd April 2017)

• Record Type: Journal Article
• Authors: Vlaardingerbroek, Barend; Taylor, Neil; Bale, Colin; Kennedy, John
• Is Part Of: Journal of biological education. Volume 51:Issue 2(2017)
• Page Start: 144
• Page End: 150
• Publication Date: 2017-04-03
• Subjects: Technology (of science) -- secondary school science -- microscopy -- attitudes (to science); Biology -- Study and teaching -- Periodicals; Biologie -- Étude et enseignement -- Périodiques; Biology -- Study and teaching; Periodicals; 570.7
• DOI: 10.1080/00219266.2016.1177574
• Languages: English
• ISSNs: 0021-9266

Abstract

Abstract: A greater emphasis in school curricula on the technology of science would encourage teachers to engage their students more in practical work. This in turn might be expected to improve students' attitudes towards science and enhance cognitive outcomes. The paper presents findings from a study on first-year university students' school experience of, attitudes towards, and knowledge of, microscopy. The findings reinforce the general expectations alluded to above. They also draw attention to the importance of the lower secondary science experience – often a suboptimal one owing to a poor resource base – to the formation of student attitudes and cognitive development with respect to science.