Teaching school science within the cognitive and affective domains

Tables 1 to 3 below summarise the teaching methods, the “reversed analogues” and the “reversed targets” for the three lessons shared in this paper.

**Table 1. Lesson 1 on “Reactivity of Potassium Metal”**
Lesson Information	Reversed Analogue	Reversed Target
Students: 32 Secondary 4 Normal Technical Stream General Science students Cognitive domain: Teaching of reactivities of metals Affective domain: Anger management (a life skill) Activities: Teacher talk, viewing of video clips on potassium reactions and completing a worksheet with questions on potassium reactivity and a reflective task on anger management	The emphasis in the cognitive domain was on the characteristic reactivity of metal potassium, a very reactive metal. It will react explosively if it comes in contact with air or water. To prevent it from exploding it is usually kept in oil, so as to keep it away from air or water.	The emphasis in the affective domain was on using the reactive nature of potassium as a lead-in for students to reflect on their own social behavior when they were involved in a heated argument or misunderstanding. Questions like “Am I as ‘explosive’ as potassium metal in the way I interact with people around me?” were asked in class. The teacher had attempted to help students see a parallel between the use of oil (to prevent potassium from exploding) and themselves in trying to calm down an angry classmate. (See sample responses in Annex A).

**Table 2. Lesson 2 on “Separation Technique: Sedimentation”**
Lesson Information	Reversed Analogue	Reversed Target
Students: 30 Secondary 3 Express Stream Pure Chemistry students Cognitive domain: How sedimentation works (heavy particles settle to the bottom of the container) Affective domain: Being resilient, calm and clear minded (positive values and habits) Activities: Teacher talk, class discussion and completing a worksheet with questions on sedimentation as a separation method and a reflective task on responding to a crisis or managing anxiety.	The emphasis in the cognitive domain was on settling muddy water by leaving the container undisturbed over a period of time. The heavy particles will settle to the bottom and a clear layer of liquid water will be seen above the layers of settled sand particles. Stirring the settled mixture will return it to its muddy appearance as the small sand particles become temporarily suspended in the water again.	The emphasis in the affective domain was on the state of our minds when we are anxious, angry or confused. In these states our mind is unlikely to be clear. Thus we may make the wrong decision or do the wrong thing. Students were able to state that, like the muddy water being stirred, their anxious mind cannot “see” things clearly. When asked what they would do, the common response was to keep cool or calm and let their minds “settle” down. (See sample responses in Annex B).

**Table 3. Lesson 3 on “Reactivities of Weak and Strong Acids”**
Lesson Information	Reversed Analogue	Reversed Target
Students: 30 Secondary 2 Lower Secondary Science Express stream students Cognitive domain: To compare the reactivities of a weak acid (vinegar) and a strong acid (hydrochloric acid) by reacting the acids with magnesium ribbons of equal lengths. Affective domain: Being frugal and to save for rainy days (a positive value and habit) Activities: Teacher talk, laboratory experiment and completing a worksheet with questions on the characteristics of weak and strong acids, followed by a reflective task on how fast they spend their monthly allowance given by their parents.	The emphasis in the cognitive domain was to help students identify the differences in the rates of reaction between an acid (weak or strong) with a piece of magnesium ribbon. (See worksheet in Annex C). Students would be able to observe that in the strong acid (with the same amount and concentration as the weak acid) the magnesium ribbon is used up very quickly. For the weak acid, reaction is slower and often, given the same reaction time as for the strong acid, there is some magnesium ribbon left behind when the reaction is stopped, for example by draining away the acid.	The emphasis in the affective domain was on the importance of being frugal and to save for rainy days. Students were able to identify their spending habits with that of weak acid reaction (slow, and some magnesium ribbon may be left behind when they stop the reaction at the same time as the strong acid) or that of the strong acid reaction (fast, and the magnesium ribbon is soon used up). While there is no right or wrong answer to spending money in a fast or slow manner, a common comment that surfaced was that spending money wisely and saving money are only possible if they are frugal (that is, buy what they need and have a savings plan). (See sample responses in Annex C).