Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/20924
Title: Linking the experiential, affective and cognitive domains in biology education: a case study - microscopy
Contributor(s): Vlaardingerbroek, Barend (author); Taylor, Neil (author)orcid ; Bale, Colin (author); Kennedy, John (author)orcid 
Publication Date: 2017
DOI: 10.1080/00219266.2016.1177574
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.
Publication Type: Journal Article
Source of Publication: Journal of Biological Education, 51(2), p. 144-150
Publisher: Routledge
Place of Publication: United States of America
ISSN: 2157-6009
0021-9266
Field of Research (FOR): 130202 Curriculum and Pedagogy Theory and Development
130106 Secondary Education
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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