Asia-Pacific Forum on Science Learning and Teaching, Volume 14, Issue 1, Article 3 (Jun., 2013) Kok Siang TAN, Chong Yong HENG and Shuhui TAN Teaching school science within the cognitive and affective domains Previous Contents Next

Observations and Results

As this paper is not a research report but a sharing on an exemplary teaching method, the results shared here are not meant to be based conclusively on empirical evidence. However, from the observed student responses in all three lessons, we may conclude that the use of this cognitive-affective integrative teaching approach is potentially helpful in getting students to be more aware of the important values, positive social habits and effective life skills while they are learning school science.

In the first lesson on “Reactivity of Potassium Metal”, the learning experiences were reported to be refreshing to both teacher and students. The teacher was able to use the opportunity of a science lesson to draw a parallel to the danger of having an uncontrolled emotional outburst (much like the uncontrolled explosive reactive behavior of the metal potassium when in contact with water). Students’ responses to the reflective task showed that they were able to surface the intended affective learning messages (see Annex A).

In the second lesson on “Separation Technique: Sedimentation” the teacher demonstrated before the class the differences between the characteristics of two samples of sand and water mixture by showing a sample of a muddy water that was allowed to settle overnight and another sample that had just been stirred. With the use of effective questioning skills, the teacher reported active participation among the secondary three students. The students’ responses to the worksheet task were also appropriately related to how anxiety and confusion may be effectively managed and overcome (see Annex B).

In the third and final lesson on “Reactivities of Weak and Strong Acids” it was found, from the students’ and teacher’s reflective responses, that this laboratory-based learning experience did help raise the students’ awareness of their spending habits and the importance of being frugal in the way they use their living allowances provided by their parents (see Annex C).