SECONDARY SCIENCE TEACHERS' USE OF THE AFFECTIVE DOMAIN IN SCIENCE ...

182 Pages·2014·1.32 MB·English

by  Bette Grauer

SECONDARY SCIENCE TEACHERS’ USE OF THE AFFECTIVE DOMAIN
IN SCIENCE EDUCATION

by

BETTE L. GRAUER

B.S., Kansas State University, 1978
B.S., Kansas State University, 1997
M.Ed., Wichita State University, 2003

AN ABSTRACT OF A DISSERTATION

submitted in partial fulfillment of the requirements for the degree

DOCTOR OF PHILOSOPHY

Department of Curriculum and Instruction
College of Education

KANSAS STATE UNIVERSITY
Manhattan, Kansas

2014
Abstract
The purpose of this qualitative case study was to explore (a) the types of student affective
responses that secondary science teachers reported emerged in science classes, (b) how those
teachers worked with student affective responses, and (c) what interactions were present in the
classroom when they worked with student affective responses. The study was motivated by
research indicating that student interest and motivation for learning science is low. Eight
secondary science teachers participated in the case study. The participants were selected from a
pool of teachers who graduated from the same teacher education program at a large Midwest
university. The primary sources of data were individual semi-structured interviews with the
participants. Krathwohl’s Taxonomy of the Affective Domain served as the research framework
for the study. Student affective behavior reported by participants was classified within the five
levels of Krathwohl’s Affective Taxonomy: receiving, responding, valuing, organization, and
characterization. Participants in the study reported student behavior representing all levels of the
Affective Taxonomy. The types of behavior most frequently reported by participants were
identified with the receiving and responding levels of the Affective Taxonomy. Organization
behavior emerged during the study of perceived controversial science topics such as evolution.
Participants in the study used student affective behavior to provide feedback on their lesson
activities and instructional practices. Classroom interactions identified as collaboration and
conversation contributed to the development of responding behavior. The researcher identified a
process of affective progression in which teachers encouraged and developed student affective
behavior changes from receiving to responding levels of the Affective Taxonomy.
SECONDARY SCIENCE TEACHERS’ USE OF THE AFFECTIVE DOMAIN
IN SCIENCE EDUCATION

by

BETTE L. GRAUER

B.S., Kansas State University, 1978
B.S., Kansas State University, 1997
M.Ed., Wichita State University, 2003

A DISSERTATION

submitted in partial fulfillment of the requirements for the degree

DOCTOR OF PHILOSOPHY

Department of Curriculum and Instruction
College of Education

KANSAS STATE UNIVERSITY
Manhattan, Kansas

2014

Approved by: Approved by:

Co-Major Professor Co-Major Professor
Dr. Kay Ann Taylor Dr. Michael F. Perl
Copyright
BETTE L. GRAUER
2014
Abstract
The purpose of this qualitative case study was to explore (a) the types of student affective
responses that secondary science teachers reported emerged in science classes, (b) how those
teachers worked with student affective responses, and (c) what interactions were present in the
classroom when they worked with student affective responses. The study was motivated by
research indicating that student interest and motivation for learning science is low. Eight
secondary science teachers participated in the case study. The participants were selected from a
pool of teachers who graduated from the same teacher education program at a large Midwest
university. The primary sources of data were individual semi-structured interviews with the
participants. Krathwohl’s Taxonomy of the Affective Domain served as the research framework
for the study. Student affective behavior reported by participants was classified within the five
levels of Krathwohl’s Affective Taxonomy: receiving, responding, valuing, organization, and
characterization. Participants in the study reported student behavior representing all levels of the
Affective Taxonomy. The types of behavior most frequently reported by participants were
identified with the receiving and responding levels of the Affective Taxonomy. Organization
behavior emerged during the study of perceived controversial science topics such as evolution.
Participants in the study used student affective behavior to provide feedback on their lesson
activities and instructional practices. Classroom interactions identified as collaboration and
conversation contributed to the development of responding behavior. The researcher identified a
process of affective progression in which teachers encouraged and developed student affective
behavior changes from receiving to responding levels of the Affective Taxonomy.
Table of Contents

List of Tables .................................................................................................................................. ix

Acknowledgements ......................................................................................................................... x

Dedication ...................................................................................................................................... xi

Chapter 1 - Introduction .................................................................................................................. 1

Overview of the Issues ................................................................................................................ 1

Background of the Study ............................................................................................................. 1

Statement of the Problem ............................................................................................................ 5

Research Questions ..................................................................................................................... 6

Purpose of the Study ................................................................................................................... 7

Overview of the Theoretical Framework .................................................................................... 7

Methodology ............................................................................................................................... 8

Significance of the Study ........................................................................................................ 9

Limitations and Delimitations of the Study .......................................................................... 10

Bias ........................................................................................................................................ 11

Definition of Terms ................................................................................................................... 11

Summary ................................................................................................................................... 12

Chapter 2 - Literature Review ....................................................................................................... 14

Behavioral Theories of Cognition and Affect ........................................................................... 14

Affect and Educational Goals ................................................................................................... 16

Avoidance of the Affective Domain in Education .................................................................... 16

Characterization of Affect ......................................................................................................... 17

Attitude .................................................................................................................................. 18

Interest ................................................................................................................................... 18

Appreciation .......................................................................................................................... 19

Value ..................................................................................................................................... 19

Adjustment ............................................................................................................................ 20

Moral Development ............................................................................................................... 20

vi
Development of the Affective Taxonomy ................................................................................. 21

Internalization ........................................................................................................................ 22

Affective Constructs .............................................................................................................. 22

Affect in Educational Research ................................................................................................. 24

Affect and Learning ............................................................................................................... 24

Affect and Conceptual Change .............................................................................................. 27

Emotional Scaffolding ........................................................................................................... 29

Identifying Levels of the Affective Taxonomy ..................................................................... 30

Theoretical Framework ............................................................................................................. 36

Summary ................................................................................................................................... 42

Chapter 3 - Methodology .............................................................................................................. 43

Research Design ........................................................................................................................ 43

Purpose of the Study ................................................................................................................. 44

Research Questions ................................................................................................................... 44

Role of the Researcher .............................................................................................................. 45

Selection of the Case ................................................................................................................. 47

Participants ............................................................................................................................ 48

Data Collection .......................................................................................................................... 49

Data Analysis ............................................................................................................................ 52

Trustworthiness ......................................................................................................................... 52

Summary ................................................................................................................................... 54

Chapter 4 - Findings ...................................................................................................................... 56

Teacher Participants .................................................................................................................. 57

Teachers’ Reports of Student Affect ......................................................................................... 58

Findings ..................................................................................................................................... 59

Categorization of Student Affect ........................................................................................... 60

Levels of Affect ................................................................................................................. 61

Teachers’ Understanding of Student Affect .......................................................................... 87

Emergent Themes .................................................................................................................. 88

Use of Affect ..................................................................................................................... 90

Management of Affect with Perceived Controversial Science Topics ............................. 94

vii
Interactions for Development of Affect .......................................................................... 102

Collaboration for Development of Responding .............................................................. 102

Conversation for Improving Attitude .............................................................................. 108

Summary ................................................................................................................................. 127

Chapter 5 - Conclusions, Implications, and Recommendations .................................................. 130

Introduction ............................................................................................................................. 130

Conclusions and Discussion .................................................................................................... 131

Research Question 1 ............................................................................................................ 132

Primary Conclusion 1 - Relevance of the Affective Taxonomy ..................................... 132

Research Question 2 ............................................................................................................ 136

Primary Conclusion 2 - Use of Affect during Instruction ............................................... 136

Research Question 3 ............................................................................................................ 140

Primary Conclusion 3 - Interactions for Working with Student Affect .......................... 140

Implications and Recommendations ....................................................................................... 141

Research Framework ........................................................................................................... 142

Secondary Science Teachers ............................................................................................... 143

Programs for Teacher Preparation in Science Education .................................................... 145

Suggestions for Future Research ......................................................................................... 146

References ................................................................................................................................... 149

Appendix A - Selection Questionnaire ........................................................................................ 158

Appendix B - Semi-Structured Interview .................................................................................... 160

Appendix C - Classroom Observation Sample ........................................................................... 164

Appendix D - Institutional Review Board Approval .................................................................. 167

Appendix E - Invitation Letter .................................................................................................... 168

Appendix F - Permission from Publisher .................................................................................... 171

viii
List of Tables
Table 1.1 Taxonomy of the Affective Domain: Responses and Examples ..................................... 3

Table 2.1 The Range of Meaning Typical of Commonly Used Affective Terms Measured
Against the Taxonomy Continuum. ....................................................................................... 23

Table 2.2 Summary of Pertinent Literature for Affect and Learning ............................................ 34

Table 4.1 Teacher Participants ...................................................................................................... 57

Table 4.2 Affective Behavior Reports by Teacher ........................................................................ 61

Table 4.3 Emergent Themes by Teacher ....................................................................................... 90

Table 4.4 Affective Progression .................................................................................................. 127

Table 5.1 Research Questions and Related Conclusions ............................................................ 131

ix
Acknowledgements
I would like to express my deep appreciation to my doctoral committee, Dr. Michael F.
Perl, Dr. Kay Ann Taylor, Dr. Lawrence C. Scharmann, Dr. Gail Shroyer, and Dr. Linda P.
Thurston, for all your patience, guidance, and support during my graduate studies. It has been a
great honor to get to know each one of you.
I also want to express my appreciation to my College of Education family at Kansas
State University. I am grateful for the inspiration and support each of you provided during my
journey from physics education to Ph. D.
Finally, I would like to acknowledge my family: my very patient husband, daughters,
brothers and sisters, and Mom and Dad. I appreciate your support, understanding, and
encouragement.

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