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

Conclusion

Using the “reversed analogy” strategy may help make teachers become more confident and have a greater passion to help students understand the importance learning science in both the cognitive and affective learning domains. Since values and life skills are gaining importance, the cognitive-affective integrative approach to teaching science may possibly provide a lead to answering the question “How can we teach and prepare the younger generation to be that effective 21st century worker-citizen with an inquiring mind and a compassionate heart?”