Monday, February 11, 2013
Importance of Developing the Cognitive, Affective, and Psychomotor Skills of Learners
Everyone believes in the holistic development of every learner when the various domains are addressed in the curriculum. Present at least three evidences that researches have established in this regard. Use EBSCO in finding the articles. Share the specific findings of each research article in our blog for everyone to see. Write a brief synthesis for these findings. Copy and paste below your synthesis the APA citation for each of the articles you have downloaded. Happy reading and blogging! :-)
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February 14, 2013
ReplyDeleteHello classmates and Ma’am!
Everyone believes in the holistic development of every learner when the various domains are addressed in the curriculum. Recent researches in education such as the following four papers establish some of many evidences to support this. The respective findings are summarized and shared here from the source abstracts and/or full manuscripts, and presented mostly in the author/s’ original writing and work.
In their Evaluation of Existing Teaching Learning Process on Bloom's Taxonomy (IJARBSS, 2011), Rupani and Bhutto, in an attempt to evaluate the existing teaching regarding Bloom's three domains at secondary school level in District Mirpurkhas, Pakistan, found that the existing teaching was teacher centered rather than learner-centered, that teaching strategies mostly involved knowledge and rote learning with a little focus on comprehension while the affective and psychomotor domains remained untouched throughout in both the curricula and professional teaching.
Fata-Hartley (JCST, 2011) in Resisting Rote: The Importance of Active Learning for All Course Learning Objectives, observed that many college science educators have moved away from the traditional lecture format and toward learner-centered classroom environments, yet many struggle to cover large content loads, reverting at times to rote memorization. The paper concludes that rote memorization simply does not work and students must be actively engaged to learn.
Sipos, Battisti, and Grimm, in their Achieving Transformative Sustainability Learning: Engaging Head, Hands and Heart (IJSHE, 2008), sought to propose learning objectives that can be integrated across existing curricula, organized by head, hands and heart, that is, balancing cognitive, psychomotor and affective domains. University programs and courses meeting these learning objectives, they say, exhibit an emergent property termed as transformative sustainability learning (TSL) - experimental learning collaborations sponsored by the University of British Columbia in 2003 and 2004 in an effort to enable explicit transitions to sustainability-oriented higher education primarily through action research, community-based, applied learning experiences. The paper finds that advancement of head, hands and heart as an organizing principle by which to integrate transdisciplinary study (head); practical skill sharing and development (hands); and translation of passion and values into behaviour (heart) lead to the development of a cognitive landscape for understanding TSL as a unifying framework, as well as the creation of learning objectives, organized to evaluate a course or program's embodiment of TSL.
This comment has been removed by the author.
ReplyDeleteIn her New Blooms in Established Fields: Four Domains of Learning and Doing (Roeper Review, 2006) Dettmer reviewed educational taxonomies developed by Bloom, Krathwohl, and collaborators that have been used for decades as frameworks for instructional objectives, curriculum design, and assessments of achievement. However, their scope is now too limited. The well-known cognitive domain is extended to include ideational functions of imagination and creativity, and the affective domain is enhanced to include internalization, wonder, and risk taking. The psychomotor domain is expanded into a sensorimotor domain, incorporating five senses along with balance, spatial relationships, movement, and other physical activity. A social domain is introduced to accentuate sociocultural processes that accompany thinking, feeling, and sensing/movement. Lastly, the four domains are synthesized into a unified domain of thinking, feeling, sensing/moving, and interacting to optimize potential and self-fulfillment for all students. Dettmer suggests nine (9) strategies illustrating practical applications of educational taxonomies to teaching and learning that include how assessment tools are to be developed at the same time instructional objectives are formed. In conclusion, Dettmer asserts that teachers, school administrators, curriculum planners, and most certainly students will benefit from studies and dialogues on effective ways of developing all domains of learning and doing. Parents and other community members can be included to add richness of experiences and broad perspectives to the discussions. Educators should likewise never regard frameworks for educational taxonomies as finished and perfect. Research and development must be ongoing and the resulting information shared widely, as much remains to be studied, rethought, created, revised, and studied again as teachers teach and learn, and students learn and do.
DeleteThe first abstract presents existing conditions in schools that tend to ignore the complementation of the three domains of learning and why it becomes problematic in the curricula and teaching profession. The second paper specifies a case in point and argues that overemphasizing just one domain can be defeating of the very purpose of learning. The third article underscores the benefit of organizing curricula “by head, hands and heart” or balancing cognitive, psychomotor and affective domains in making education “transformative and sustainable,” as the fourth reinforces how much curriculum planners and especially learners will benefit from broad efforts in developing all domains of student learning and doing.
Sources:
ReplyDeleteDettmer, Peggy . Winter 2006. New Blooms in Established Fields: Four Domains of Learning and Doing. Roeper Review; Winter2006, Vol. 28 Issue 2, p70-78, 9p, 2 Charts. Retrieved on February 12, 2013 from href="http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=19508228&site=ehost-live">New Blooms in Established Fields: Four Domains of Learning and Doing.
Fata-Hartley, Cori . January 2008. Resisting Rote: The Importance of Active Learning for All Course Learning Objectives. Journal of College Science Teaching, v40 n3 p36-39 Jan 2011. 4 pp. Retrieved on February 12, 2013 from href="http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ921520&site=ehost-live">Resisting Rote: The Importance of Active Learning for All Course Learning Objectives.
Rupani, Chaman Mansha and Muhamamad Bhutto. August 2011. Evaluation of Existing Teaching Learning Process On Bloom's Taxonomy. International Journal of Academic Research in Business & Social Sciences; Aug2011 Special Issue, Vol. 1, p119-128, 10p. Retrieved on February 12, 2013 from href="http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=77462283&site=ehost-live">EVALUATION OF EXISTING TEACHING LEARNING PROCESS ON BLOOM'S TAXONOMY.
Sipos, Yona, Bryce Battisti, and Kurt Grimm. January 2008. Achieving Transformative Sustainability Learning: Engaging Head, Hands and Heart. International Journal of Sustainability in Higher Education. Retrieved on February 12, 2013 from href="http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=28698242&site=ehost-live">Achieving transformative sustainability learning: engaging head, hands and heart.
Good day ma'am. I'm happy to inform you that we came up with the same journals though one is different. Most of the studies were integrated and focused on the learners' concerns and benefits. I agree with your findings that holistic development is a result of giving emphasis on the three domains of learning. When a learner reflects on each domain, he or she will have chances of knowing and discovering his skills and abilities. On the importance of active learning for students, a higher percentage of participation gives a higher result of learning. : )
DeleteYes, indeed, Diana, better learning outcomes can be achieved when teachers strike that delicate balance of developing the three domains in the learning content and experiences of students. Reflection by students is also key to discovering their individual learning styles and strengths. I so agree with you also that that meaningful learning results from the active engagement and participation of students, that give them that "internal locus of control" and a sense of "ownership" of the knowledge they create... Have a great day!
DeleteMa'am and classmates, so sorry to publish the second part of my comment as a reply (to my own blog entry), got glitched and can't undo at the moment...
ReplyDelete#1: Benjamin Bloom identified three overlapping human learning domains: cognitive learning, psychomotor learning, and affective learning. They represent the knowledge, skills, and beliefs, respectively, of a human performer. The integrated framework of these three domains has since become known as Bloom’s Taxonomy. Even though the three domains are tightly integrated aspects of human learning, traditionally only the skills and knowledge domains have been part of the corporate training focus. Training professionals have shied away from the affective domain because of its complexity. However, in relation to the article, seeing only the tip of the iceberg (skills, knowledge, and experience) is not enough in aligning a person for a right or appropriate field or job. In a job, a person who is not aware of his/ her alignment may be unaware of the executive goals of the company where he/ she will be working and may not develop interest in the corporate strategies that the company implements. It will just be addressed if the beneath of the iceberg is also seen where the large mass of innate abilities, motivations, traits, beliefs, values, and interests lie.
ReplyDeleteSource: Adkins, S. (2004). Beneath the tip of the Iceberg. American Society for Training and Development, 28-33.
#2: The twenty-first century challenges engineering educators to design learning experiences to strategically and holistically target students’ development, including cognitive, psychomotor, social and affective domains. The article proposed a guide for the design process – the Four-Domain Development Diagram (4DDD) which is a synthesis of learning theory and empirical data. This diagram addresses development within cognitive, psychological, social, and affective domains and proposes causal relationships between the internal drivers of an individual’s development, their ability to convert that drive into mastery of an engineering discipline, and their ability to guide their mastery through moral and ethical development for the betterment and welfare of society. The benefit of the 4DDD is that it makes clear the causal relationships between several dimensions of the students’ development, enabling faculty to strategically alter learning experiences for broad development, beyond the cognitive domain. It reflects the current consensus that today’s world requires agile engineers who are developed in analytical, psychomotor, creative, and compassionate abilities. The model highlights the influence of environmental factors; it is not just what we teach, but how the material is taught, which influences the learning.
Source: Vanasupa, L., Stolk, J., & Herter, R. (2009). The Four-Domain Development Diagram: A Guide for Holistic Design of Effective Learning Experiences for the Twenty-First Century Engineer. Journal of Engineering Education, 67-81.
#3: So-called ‘brain-training’ programs are a huge commercial success. However, empirical evidence regarding their effectiveness and generalizability remains equivocal. The study investigated whether brain-training (working memory training) improves cognitive functions beyond the training task (transfer effects), especially regarding the control of emotional material since it constitutes much of the information we process daily. Participants received work memory (WM) training using either emotional or neutral material, or an undemanding control task. WM training, regardless of training material, led to transfer gains on another WM task and in fluid intelligence. However, only brain-training with emotional material yielded transferable gains to improve control over affective information on an emotional Stroop task. The data support the reality of transferable benefits of demanding WM training and suggest that transferable gains across to affective contexts require training with material congruent to those contexts. These findings constitute preliminary evidence that intensive cognitively demanding brain-training can improve not only our abstract problem-solving capacity, but also ameliorate cognitive control processes (e.g. decision-making) in our daily emotive environments.
ReplyDeleteSource: Schweizer, S., Hampshire, A., and Dalgleish, T. (2011). Extending Brain-training to the Affective Domain: Increasing Cognitive and Affective Executive Control through Emotional Working Memory Training. PLoS ONE, Volume 6, Issue 9, e24372. Doi: 10.1371/journal.pone.0024372
SYNTHESIS
As for my brief synthesis for these findings, the cognitive and psychomotor alone are not enough to address the development of the learners in their optimal or holistical capacity because these two domains simply don’t address the emotional or motivational aspect of the learners including what they value and believe. Like what was elicited in the first article, seeing the tip of the iceberg, which comprises the skills, knowledge, and experience, is not enough in aligning a person to a field where he/ she will develop towards the optimum. It’s in the beneath of the iceberg that will guide the learner to the optimum development because it is where the large mass of innate abilities, motivations, traits, beliefs, values, and interest lie – the affective domain. I think that we are all aware that the affective domain can be caught but not taught (hidden curriculum) which made it complex to attain. However, the affective domain is the domain that could develop a learner’s appreciation of the learning process. If a learner believes that a learning task is of value to him/ her or that it is relevant to satisfying his/ her personal goals, it will improve the learner’s engagement in the learning process and same as in aligning to an appropriate field or job.
Hi Olive! A pleasant day to you. It's interesting of you giving a separate synthesis to the journals that you had given interest and understanding. I agree to the concept that the journal on the beneath of the iceberg deals with the learners' innate abilities, motivations, traits, values, and interest in the sense that there are certain abilities of a learner that are hidden and need to be discovered and developed. As an additional information to this idea, the study was also based on the theory of Sigmund Freud. The Iceberg theory gives emphasis on the person or learner's subconscious and unconscious abilities.
DeleteI'm hoping of reading more of your posts. : )
Number 1 (Cognitive Domain)
ReplyDeleteGraphic abilities in relation to mathematical and scientific ability in adolescents.
Source: Stavridou, Fotini1 and Kakana, Domna1.; Educational Research; Mar2008, Vol. 50 Issue 1, p75-93, 19p, 5 Color Photographs, 1 Diagram, 5 Charts, 1 Graph
Author-Supplied Keywords: adolescents, graphic abilities, mathematics, science, visual perception, visual-spatial intelligent
Abstract:
Background: The study investigated a small range of cognitive abilities, related to visual-spatial intelligence, in adolescents. This specific range of cognitive abilities was termed 'graphic abilities' and defined as a range of abilities to visualise and think in three dimensions, originating in the domain of visual-spatial intelligence, and related to visual perception and the ability to represent space. The educational importance of graphic abilities has received minimal attention from the educational community and, consequently, plays a limited role in educational practice. Purpose: In order to understand the particular educational importance of this range of cognitive abilities, we investigated how graphic abilities are connected with the performance and the subject preference of adolescents in several academic areas. Our hypotheses were, first, that there is a high degree of correlation between developed graphic abilities and high performance in mathematics and science, and second, that there is a high degree of correlation between developed graphic abilities and personal subject preference in these two areas. Sample: The sample consisted of 60 14-year-old students (30 girls and 30 boys) attending a public secondary school in a small town in northern Greece. The entire sample had followed the same mathematics courses, which did not involve any geometry or spatial representation tasks. Design and methods: We identified and defined a specific range of three graphic abilities, related to visual-spatial intelligence, and we investigated these abilities in the sample through several visual-spatial tasks designed for the study and measured the sample's performance in these tasks. The degree of adolescents' graphic performance (that is, the performance in these visual-spatial tasks) was correlated with their performance in mathematics and science and with their subject preference (mathematics, science and language). Results: Our findings confirmed both hypotheses. A high degree of correlation was found between developed graphic abilities and high performance in mathematics, and a lower but still significant degree of correlation was found between developed graphic abilities and high performance in science. The findings support the second hypothesis as well, suggesting that children with developed graphic abilities reported that their favourite subject was mathematics and second favourite subject was science. Conclusions: The research suggested that there is a particular relation between the level of graphic abilities performance and children's performance and in preference for mathematics and science. That is, children with developed visual perception, visual thought and representational skills are actually better with numbers and physical concepts. This particular relation might be relevant to the overall cognitive development of children, especially with respect to the increasingly developing communication technologies, and it would seem to deserve more attention and extended research from the educational community. The authorial position is that education would gain from a better understanding of: the nature of graphic abilities, how we can develop this range of abilities and how the development of visual thought and graphic expression contributes to several curriculum subjects
Author Affiliations:
1Department of Preschool Education, University of Thessaly, Greece
Number 2 (Psychomotor Domain)
ReplyDeleteDesigning a dental curriculum for the twenty-first century.
Source: McHarg, J.1 jane.mcharg@pms.ac.uk Kay, E. J.2.; British Dental Journal; 11/28/2009, Vol. 207 Issue 10, p493-497, 5p, 3 Diagrams, 1 Chart
Abstract:
A healthcare curriculum must be up-to-date, fit for purpose and relevant to the population it serves wherever that population might be, worldwide. In this paper we describe the rationale for the design and implementation of a curriculum in a new dental school in UK. We assessed the general and dental health needs of our local population and proposed a set of core skills our dentists will need on graduation and in the future. This core learning falls into three domains of learning. The psychomotor domain covers the learning of technical skills for which we use the shorthand 'hands'. The affective domain covers empathy and behaviour management, that is the 'heart'; and the cognitive domain including critical thinking, the 'head'. The three domains require different ways of learning but all are delivered in context in an integrated, case-based spiralling curriculum building in complexity year on year. Students treat patients from half way through year 1, which helps them appreciate the relevance of the 'hands', 'heart' and 'head' of dentistry as they begin to build their knowledge and experience.
Author Affiliations:
1Year 1 Lead Peninsula Dental School, Portland Square, University of Plymouth, Drake's Circus, Plymouth, PL4 8AA
2Dean of Peninsula Dental School, University of Plymouth, The John Bull Building, Tamar Science Park, Research Way, Plymouth PL6 8BU
Number 3 (Affective Domain)
ReplyDeleteThe Benefits of Residential Fieldwork for School Science: Insights from a five-year initiative for inner-city students in the UK.
Source: Amos, Ruth1 r.amos@ioe.ac.uk and Reiss, Michael1.; International Journal of Science Education; Mar2012, Vol. 34 Issue 4, p485-511, 27p, 3 Color Photographs, 3 Charts
Author-Supplied Keywords: Fieldwork, Informal learning, Social domain
Abstract:
There is considerable international interest in the value of residential fieldwork for school students. In the UK, pressures on curriculum time, rising costs and heightened concern over students' safety are curtailing residential experiences. Collaboration between several key fieldwork providers across the UK created an extensive programme of residential courses for 11–14-year-olds in London schools from 2004 to 2008. Some 33,000 students from 849 schools took part. This paper draws on the evaluation of the programme that gathered questionnaire, interview and observational data from 2,706 participating students, 70 teachers and 869 parents/carers from 46 schools, mainly in deprived areas of the city. Our findings revealed that students' collaborative skills improved and interpersonal relationships were strengthened and taken back to school. Gains were strongest in social and affective domains, together with behavioural improvements for some students. Individual cognitive gains were revealed more convincingly during face-to-face interviews, rather than through survey items. Students from socially deprived backgrounds benefitted from exposure to learning environments which promoted authentic practical inquiry. Over the 5-year programme, combined physical adventure and real-world experiences proved to be popular with students and their teachers, and opened up opportunities for learning and doing science in ways not often accessible in urban school environments. Further programmes have been implemented in other parts of the UK as a result of the London experience, which build upon the provision of mixed curriculum-adventure course design. The popularity and apparent success of these combination courses suggest that providers need to consider the value of developing similar programmes in the future.
Author Affiliations:
1Institute of Education, University of London, GEMS, UK
Hello Labby! I am particularly interested in the finding on "gains were strongest in social and affective domains, together with behavioral improvements for students... in residential fieldwork..." in your last article. This underscores the importance of making the learning experiences of students truly "authentic" in the sense that activities connect them to the real world and make learning more meaningful, relevant and important to them. Fieldwork provide students with opportunities to experience the world and its realities from a different perspective, and this often reconstructs their world view in profound ways that let them discover new ideas and develop informed opinions... Have great day!
Delete1. The Article on New Blooms in Established Fields: Four Domains of
ReplyDeleteLearning and Doing by Peggy Dettmeter :
This article shows how encompassing the domains of cognitive, affective and psychomotor are learning and ding with the inclusion of a fourth domain he termed as the social domain. According to Dettmeter, educators plan, teach, and assess learning in these areas. Purposes of teaching are to expand thinking, enhance feeling, cultivate senses and movements, and enrich relationships for students and their teachers, coaches, and counselors in order to optimize potential (Dettmer, P. 2006). He introduced cooperative techniques such as group activities (jigsaw method) as an example of learning strategy that demonstrate success in unifying the four domains that furthers the ability of a person to learn.
2. The Four-Domain Development Diagram: A Guide for Holistic Design of Effective Learning Experiences for the Twenty-first Century Engineer :
Generally this article introduces the importance of developing cognitive, psychomotor, social and affective domains for more effective learning which they have presented through the 4DD design. The 4DD design reflects the current consensus that today's world requires agile engineers who are developed in analytical, psychomotor, creative, and compassionate abilities (Vanasupa, L., Stolk, J., & Herter, R. J. 2009). It was found out that through this design which targets the four domains of learning will help address the world’s requirement of individual characteristics that an engineer must possess.
3. Exploring the potential of role play in higher education: development of a typology and teacher guidelines:
The article introduces role playing to address cognitive, psychomotor and affective domains of learning through different typology. Since these three domains are equally important in learning process, according to the article the best way to make enhance cognitive domain is through ‘Role-Switch’ that will make learners understand roles; ‘Acting’ that demonstrates what has been perceived and understood (skills); and ‘Almost Real Life’ developing one’s emotions and feelings towards the acted learned information, thus proves how cognitive, psychomotor and affective domain are developed holistically.
Synthesis:
With the articles mentioned above, it shows how cognitive, psychomotor and affective domain affects one another. The development of one pulls the others along, which makes learning more effective –the main reason why various fields of specialization target the inclusion of these trios in their own curriculum –addressing each of the domains holistically to attain better learning.
References:
Dettmer, P. (2006). New Blooms in Established Fields: Four Domains of Learning and Doing. Roeper Review, 28(2), 70-78.
Vanasupa, L., Stolk, J., & Herter, R. J. (2009). The Four-Domain Development Diagram: A Guide for Holistic Design of Effective Learning Experiences for the Twenty-first Century Engineer. Journal Of Engineering Education, 98(1), 67-81.
Rao, D., & Stupans, I. (2012). Exploring the potential of role play in higher education: development of a typology and teacher guidelines. Innovations In Education & Teaching International, 49(4), 427-436. doi:10.1080/14703297.2012.72887
Hi Jen. I read your articles and I do agree with what you said that the development of one pulls the others along and by addressing each of the domains, we will attain better learning in a holistic manner. By the way, we have one article in common- "The Four-Domain Development Diagram: A Guide for Holistic Design of Effective Learning Experiences for the Twenty-first Century Engineer". It's an interesting article because it gave me the idea on how to accommodate 21st century learners. Although it's an article based from the perspectives of the engineering department, I believe that the findings that they got would also be applicable in the other departments. Moreover, I also agree with the findings of one of your articles which say that 'role-playing' can be used to address the three domains.
DeleteGod bless by the way and have a splendid weekend. . . =)
DeleteAs all of us may already be familiar with the grounds for each entry, allow me to jump right into three researches that tackle the indispensability of striking a balance between the three domains, to be able as regards the education of the holistic student:
ReplyDelete(1.) The first article, Cognitive, Affective, and Relational Dimensions of Middle School Students, hits a nerve that has long been a hot button in the educational system—DISCIPLINE. I personally found this interesting because of the way it presents the different domains and how they directly relate to the issue of discipline, the context, Middle School, being highly pertinent. The authors state that our knowledge of how best to deal with cognitive, affective, and psychomotor domains is still in the formative stage. Therefore, decisions involving discipline should be based on objective data collected by various means from the three domains. This study emphasizes on the importance of accounting for the diverse cognitive, affective, and behavioral capabilities of each student.
(2.) The second study, entitled Widening the Lens to Teach Character Education Alongside Standards Curriculum, talks about the urgency of the need for increased emphasis on character. It draws into the affective domain because it is the area that extends to refine the character development of our students. The capacity for thoughtful decision should be developed in everyday standards-based instruction. When this is incorporated into the national educational goals, we give the future generation a better chance to grow into adults who will lead productive lives and become contributors to society.
(3.) The last article, A Cognitive/Affective Empathy Training Program as a Function of Ego Development in Aggressive Adolescent Females, deals with a very specific group of students, but may nonetheless be used in this discussion of domains and the holistic student. Empathy is the keyword, which is, according to the study, comprised of both cognitive and affective components interacting systematically to produce emotional understanding. This finding may help to bridge the gap between theorists who view empathy as affective sharing and those who emphasize the role of cognition. The study’s posttests reveal significant positive relationships between empathy and ego development. Training significantly increased levels of affective empathy, while increases in cognitive empathy were unremarkable.
These studies only go to show that there is a direct relation between the different dimensions. Although to attempt to quantify the depth and breadth of this relationship would be far to taxing to do as a blog entry, it would be valid to say that, the development of one domain (any) without the other would be futile and even detrimental to the child. The goal of teachers should be to cause students to slowly but surely build up the different domains of each child, to the best that they can.
REFERENCES:
Gable, R.A. et. al. (2005). Cognitive, affective, and relational dimensions of middle school students. Improving Discipline and Instruction, 79(1).
Pecukonis, E.V. (1990). A cognitive/affective empathy training program… Adolescence 25(97).
Stiff-Williams, H.R. (2010). Viewpoint: Widening the lens to teach character education alongside standards curriculum. The Clearing Point 83(4). doi: 10.1080/00098651003653030
Hi ma’am Cha! To barrow your word “attempt to quantify the depth and breadth of this relationship”, it is the relationship of different domains. Since “objective” means that these are formulated to organize content and learning experiences in behavioral terms; that is, content and experiences are stated in such a way as to be observe and measured. A well known example is the “Blooms Taxonomy”. Besides, “goal” means that they are derived from our educational aims which reflects the conditions of society as well as from the perceived priorities and needs of the local community (Bilbao, P.P., et. al;2006).
DeleteThis comment has been removed by the author.
DeleteHi Cha. You know what? All of your articles seem interesting. In fact, I would like to read the entire findings if I have the time to read those. In your article-readings, you emphasized three important terms: 'Discipline', 'Character' and 'Empathy'. If you'll ask me, I do agree that there is a direct relation between the different dimensions – the three domains. In fact, one domain alone couldn't address each of the terms you emphasized. Why? Well, teachers need to introduce them to the learners cognitively. Modeling is also a significant way to inculcate them more to the learners’ minds (psychomotor). After that, we may see the positive results if each of the learners developed the actual 'discipline', 'character' and 'empathy' and started living with them (affective).
DeleteGod bless and have a nice weekend... =)
Dear Cha, your second article On Widening Lenses interests me. Teaching character education alongside the standards curriculum remains to be the most important challenge in my school today. We have to make brains, brawn, and breeding work effectively together. Though not without certain compromises, putting curriculum content and character development together in a school program is possible. I like your "capacity to make thoughtful decisions in everyday standards-based curriculum," I'll surely read more on this... Have a great day!
DeleteARTICLE 1: “THE INTEGRATED STUDENT: FOSTERING HOLISTIC DEVELOPMENT TO ADVANCE LEARNING”
ReplyDeleteAbstract: Advocates of educating the whole student have argued for years that emotional, social, and cognitive development are equally important aspects to consider in creating effective learning environments. Honors students—the cognitively accomplished—need integrated learning as much as anyone.
ARTICLE 2: “Every unsuccessful problem solver is unsuccessful in his or her own way: affective and cognitive factors in proving”
Abstract: It is widely recognized that purely cognitive behavior is extremely rare in performing mathematical activity: other factors, such as the affective ones, play a crucial role. In light of this observation, we present a reflection on the presence of affective and cognitive factors in the process of proving. Proof is considered as a special case of problem solving and the proving process is studied adopting a perspective according to which both affective and cognitive factors influence it. To carry out our study, we set up a framework where theoretical tools coming from research on problem solving, proof and affect are present. The study is performed within a university course in mathematics education, where students were given a statement in elementary number theory to be proved and were asked to write down their proving process and the thoughts that accompanied this process. We scrutinize the written protocols of two unsuccessful students, with the aim of disentangling the intertwining between affect and cognition. In particular, we seize the moments in which beliefs about self and beliefs about mathematical activity shape the performance of our students.
ARTICLE 3: “Using Student Journals to Stimulate Authentic Learning: Balancing Bloom’s Cognitive and Affective Domains”
Abstract: Bloom (1956) pioneered the measurement of learning outcomes with a taxonomy of educational objectives, but educators often ignore affective learning objectives and focus on attaining cognitive objectives. This study examined student journals as a way to correct the overemphasis on cognitive objectives. Results suggested that course expectations and affective journal outcomes were important correlates of student evaluations of course outcomes even after controlling for the instructor, student gender, and student achievement. These findings have important implications for the use of student journals and for interventions aimed at increasing student evaluations of course outcomes.
SYNTHESIS:
The outcomes of the three different studies suggest that the three domains- cognitive, affective and psychomotor, in general, are aspects intertwined in designing a curriculum which provides meaningful learning experience to learners. Hence, all students—no matter what their background or level of ability—will benefit from developmentally focused, coherent, and integrated opportunities to learn.
REFERENCES:
1. Haynes, C. (2006). The integrated student: Fostering holistic development to advance learning. About Campus, 10(6), 17-23.
2. Furinghetti, F., & Morselli, F. (2009). Every unsuccessful problem solver is unsuccessful in his or her own way: affective and cognitive factors in proving. Educational Studies In Mathematics, 70(1), 71-90. doi:10.1007/s10649-008-9134-4
3. Bolin, A. U., Khramtsova, I., & Saarnio, D. (2005). Using Student Journals to Stimulate Authentic Learning: Balancing Bloom's Cognitive and Affective Domains. Teaching Of Psychology, 32(3), 154-159. doi:10.1207/s15328023top3203_3
I do agree with you ma’am Maridelle. Putting emphasis on the word “Balance”, it is to say that this three domains which affects the creation of curriculum is very important because it always within the life of the learner. In making the curriculum, the curriculum makers or as a teacher should not just focused in cognitive domain or in affective domain or in psychomotor domain of individual learners for a reason that we are unique and have different capabilities. However, can we also include the aspect of individual’s Spiritual life?
Delete
ReplyDeleteThe major goal in the continuous refining of curriculum is for the learner's holistic development. In order to achieve this there are three important domains to be considered in creating a curriculum, affective, psychomotor, and cognitive. The following are researches that will reflect evidences of a holistic learning or development if these three domains are addressed in the curriculum:
1. A Thematic Review of Studies into the Effectiveness of Context-Based Chemistry Curricula
Context-based chemistry education aims at making connections between real life and the scientific content of chemistry courses. The purpose of this study was to evaluate context-based chemistry studies. To present a detailed thematic review of context-based chemistry studies, a matrix was used to summarize the findings by focusing on insights derived from the related studies. The matrix incorporates the following themes: needs, aims, methodologies, general knowledge claims, and implications for teaching and learning, implications for curriculum development and suggestions for future research. The general knowledge claims investigated in this paper were: (a) positive effects of the context-based chemistry studies; (b) caveats, both are examined in terms of students' attitudes and students' understanding/cognition. Implications were investigated for practice in context- based chemistry studies, for future research in context- based chemistry studies, and for curriculum developers in context- based chemistry studies. Teachers of context-based courses claimed that the application of the context-based learning approach in chemistry education improved students' motivation and interest in the subject. This seems to have generated an increase in the number of the students who wish to continue chemistry education at higher levels. However, despite the fact that the majority of the studies have reported advantages of context-based chemistry studies, some of them have also referred to pitfalls, i.e. dominant structure of out-of-school learning, tough nature of some chemistry topics, and teacher anxiety of lower-ability student.
ReplyDelete2. The New Curriculum and the Urban-Rural Literacy Gap
This article aims to explore the impact of the new curriculum reform launched in 2001 urban-rural achievement disparities. It documents a pilot study on teachers' experiences in teaching literacy to children in primary one in a poverty-stricken county in western China. Interviews with teachers in various types of schools indicate that the curriculum load of Grade 1 literacy is too high in all schools, in both cities and villages, for teachers to complete within the designated curriculum schedule. Teachers in all schools under study have to extend student literacy learning time in various ways. The study also reveals that, under the same constraints of an overloaded curriculum and insufficient teaching time, student achievements vary significantly between city and rural schools. Although family support may be an important reason for the variation, the study suggests that teacher attitudes toward and initiative to cope with the new curriculum challenges also play a critical role in deciding student learning effectiveness.
3. Teaching in middle school Technology Education: a review of recent practices
We review articles published between 1995 and 2008 in four journals that are the primary scholarly resources for Technology Education middle school teaching. This descriptive study identified four main issues that scholars addressed: what should be taught in middle school, the structure and content of curriculum transformation, integrating Technology Education with other disciplines, and the impacts of Technology Education transformation programs on classroom practice. We conclude that, while there has been considerable effort to move the field from a 'craft/industry/skill' approach to focus more on teaching processes and technological content, the transformation is not complete. In addition, it appears that both practitioners and theorists will need to focus efforts to investigate more completely the variables that can influence teachers to conceptualize and implement new curricular ideas
SYNTHESIS:
It reflected here that contextual learning or study is not enough to achieve the main goal of the curriculum. Learning would not only depend on cognitive and psychomotor domains. The measurement of the learner's development will not merely depend on the knowledge and skills gained by the learner, it would always consider the affective domain or the individuals perception on the things learned in a certain subject or module. Quoted from the abstract: "However, despite the fact that the majority of the studies have reported advantages of context-based chemistry studies, some of them have also referred to pitfalls, i.e. dominant structure of out-of-school learning, tough nature of some chemistry topics, and teacher anxiety of lower-ability student." Therefore careful and thorough analysis of a certain curriculum is imperative before its use. Every domain should always be taken into account.
This research shows some factors that still may affect the effectiveness of student learning. These factors are also to be considered in formulation of a curriculum. one of which is the teachers' methods of teaching. Although a curriculum may include all the domains it may not achieve its assumed effectiveness when the teacher fail to implement such curriculum. It still depends upon the strategies, styles, and methods of the teacher. The pilot will always be the teacher. A curriculum may be well crafted but if the teacher fails to present it to the students it will not always gain a positive feed back.
Reference:
1. Journal of Science Education & Technology; Dec2012, Vol. 21 Issue 6, p686-701, 16p, 5 Charts
2.Chinese Education & Society; Nov/Dec2011, Vol. 44 Issue 6, p87-101, 15p
3. International Journal of Technology & Design Education; Nov2010, Vol. 20 Issue 4, p367-379, 13p
There were researchers finding cognitive, affective and psychomotor domains important in developing holistic learning for individuals.
ReplyDeleteSchweizer, Hampshire and Dalgleish (2011) discusses that the so-called 'brain-training' programs are a huge commercial success. However, empirical evidence regarding their effectiveness and generalizability remains equivocal. This study investigated whether brain-training (working memory [WM] training) improves cognitive functions beyond the training task (transfer effects), especially regarding the control of emotional material since it constitutes much of the information we process daily. Forty-five participants received WM training using either emotional or neutral material, or an undemanding control task. WM training, regardless of training material, led to transfer gains on another WM task and in fluid intelligence. However, only brain-training with emotional material yielded transferable gains to improved control over affective information on an emotional Stroop task. The data support the reality of transferable benefits of demanding WM training and suggest that transferable gains across to affective contexts require training with material congruent to those contexts. These findings constitute preliminary evidence that intensive cognitively demanding brain-training can improve not only our abstract problem-solving capacity, but also ameliorate cognitive control processes (e.g. decision-making) in our daily emotive environments.
Cheng, Wu, Feng, Wang, Chen, Shen, Li, Zhang and Li (n.d.) say that whether healthy older people can benefit from cognitive training (CogTr) remains controversial. This study explored the benefits of CogTr in community dwelling, healthy, older adults and compared the effects of single-domain with multi-domain CogTr interventions.
ReplyDeleteA randomized, controlled, 3-month trial of CogTr with double-blind assessments at baseline and immediate, 6-month and 12-month follow-up after training completion was conducted. A total of 270 healthy Chinese older people, 65 to 75 years old, were recruited from the Ganquan-area community in Shanghai.Participants were randomly assigned to three groups: multi-domain CogTr, single-domain CogTr, and a wait-list control group. Twenty-four sessions of CogTr were administrated to the intervention groups over a three-month period. Six months later, three booster training sessions were offered to 60% of the initial training participants. The
Repeatable Battery for the Assessment of Neuropsychological Status (RBANS, Form A), the Color Word Stroop test(CWST), the Visual Reasoning test and the Trail Making test (TMT) were used to assess cognitive function.Multi-domain CogTr produced statistically significant training effects on RBANS, visual reasoning, and immediate and delayed memory, while single-domain CogTr showed training effects on RBANS, visual reasoning, word interference, and visuospatial/constructional score (all P < 0.05). At the 12-month posttest, the multi-domain
CogTr showed training effects on RBANS, delayed memory and visual reasoning, while single-domain CogTr only showed effects on word interference. Booster training resulted in effects on RBANS, visual reasoning, time of trail making test, and visuospatial/constructional index score. Cognitive training can improve memory, visual reasoning, visuospatial construction, attention and neuropsychological status in community-living older people and can help maintain their functioning over time. Multi-domain CogTr enhanced memory proficiency, while single-domain CogTr augmented visuospatial/constructional and attention abilities. Multi-domain CogTr had more advantages in training effect maintenance
Rhemtilla and Tucker-Drob (n.d.) poses an important question within developmental psychology concerns the extent to which the maturational gains that children make across multiple diverse domains of functioning can be attributed to global (domain-general) developmental processes. The present study investigated this question by examining the extent to which individual differences in change across children's development in five different domains are correlated. Multivariate growth-curve models were fit to longitudinal data on linguistic, mathematics, reading, gross motor, and fine motor skills in 8950 children ranging in age from 44 to 86 months (3.7 years to 7.2 years). All five rates of change were positively intercorrelated. A common factor accounted for 42% of the individual differences in change. These results suggest that a global dimension underlies substantial proportions of cognitive and psychomotor development.
ReplyDeleteSources:
ReplyDeleteSchweizer, Hampshire and Dalgleish (2011).Extending Brain-Training to the Affective Domain: Increasing Cognitive and Affective Executive Control through Emotional Working Memory Training. Retrieved from http://web.ebscohost.com/ehost/detail?vid=4&sid=ce803b43-281c-4ca5-b577-f2f147148718%40sessionmgr110&hid=124&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=74433518
Cheng, Wu, Feng, Wang, Chen, Shen, Li, Zhang and Li (n.d.). Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=ce803b43-281c-4ca5-b577-f2f147148718%40sessionmgr110&vid=5&hid=124
Rhemtilla and Tucker-Drob (n.d.). Correlated longitudinal changes across linguistic, achievement, and psychomotor domains in early childhood: evidence for a global dimension of development.Retrieved from http://web.ebscohost.com/ehost/detail?vid=5&sid=ce803b43-281c-4ca5-b577-f2f147148718%40sessionmgr110&hid=124&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=64500878
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ReplyDeleteIncorporating the cognitive, affective and spiritual dimensions of learning into lesson planning or curriculum planning is one means by which attention to holistic education can be promoted within the learning process. Attention to the affective and spiritual dimension of learning helps to enable knowledge to be gained through the cognitive dimension in a meaningful way.(Buchanan & Hyde, 2008)
ReplyDeleteIf students in schools are to not only achieve the cognitive competencies that comprise any given curriculum area, but engage in the type of learning experiences which have the power to be transformative – when learning goes beyond the surface and touches the soul of the student (de Souza 2004) leading the individual to act upon what has been learned – then a more holistic pedagogical approach to education is required.(Buchanan & Hyde, 2008) .
Although contemporary learning models make no explicit reference to any learning domains, they are implicitly related. Kolb’s experiential learning cycle based on his 4-stage model-Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation-describes how reflection helps make meaning out of experience, which then leads to new actions. This learning cycle can be entered at any point. During the Concrete Experience phase, all learning domains are involved. The learner has to think on his or her own feet, using prior knowledge, senses, and intuition-the cognitive, psychomotor, and affective learning domains- to perform a task. The Reflective Observation stage purely consists of reviewing and reflecting on the experience, using the affective domain. During Abstract Conceptualization, the learner makes meaning of the experience through logic and reasoning, employing the cognitive learning domain. Finally, during Active Experimentation, the learner plans and tries out what he or she has learned, testing out new approaches, using the cognitive and psychomotor learning domains. This emphasized that actual learning is optimized when the learner is engaged and motivated in the learning experience. In patient care, the field of motor learning highlights the importance of the affective domain when learning a new movement. The patient has to be motivated (affective domain) to learn and engage. Knowledge from the field of motor learning can easily transfer from patient care to physical therapist professional education. (Goulet & Owen-Smith, 2005).
ReplyDeleteKretchmar claimed that ‘most human behaviour [sic] includes facets of each domain – cognitive, affective, and psychomotor – and cannot be reduced to one domain alone’ (2008, p. 2). A good example in nursing is the admission of a patient which requires the psychomotor skills of carrying out an appropriate
assessment (even if it is only the recording of basic observations like temperature, pulse and blood pressure), the affective skills of communication and appropriate behaviour towards the person being admitted, and the cognitive ability to know what is relevant data to collect and then forming this data into a plan of care. (Miller, 2010)
Hence, cognitive, psychomotor and affective domains are essential in the development of the learner. Cognitive alone is not enough to check for the progress of a learner. Even how intelligent a person is if he or she cannot have a good communication and relationship with others, we cannot say that she is happy and satisfied in life. Learning addresses various domains and this must be emphasized so learner can grasp the idea being taught about, thus, making objectives are foremost important in planning how to deliver a lesson. In addition, like the scenario in the commercial, the child have a knowledge on how to create a music through the guidance of his mother (cognitive) and with his manipulation, practice and concentration he was able to enhance his skills on it (psychomotor) and able to utilize it when an unexpected situation came helping for the success of the said occasion (affective).
“Unlock the child’s amazing power to learn”
Bibliography
ReplyDeleteGoulet,C. & Owen-Smith, P. (2005). Cognitive-Affective Learning in Physical Therapy Education: From Implicit to Explicit. Journal of Physical Therapy Education , 67-72. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=11&sid=ef703731-7bae-4e4f-8653-078cb128908c%40sessionmgr4&hid=24
Buchanan, M. & Hyde,B. (2008). Learning beyond the surface: engaging the cognitive, affective and spiritual dimensions within the curriculum. International Journal of Children’s Spirituality , 309-320.Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=16&sid=ef703731-7bae-4e4f-8653-078cb128908c%40sessionmgr4&hid=24
Miller, C. (2010). Literature Review:Improving and Enhanving performance in the affective domain of nursing students: Insights from the literature review of Clinical educators. Contemporary Nurse , 2-17.Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=11&sid=ef703731-7bae-4e4f-8653-078cb128908c%40sessionmgr4&hid=24
Good day everyone!
ReplyDeleteThe learning domains represent the knowledge, skills, and beliefs of a human performer. According to the study of Sam S. Adkins on his journal "Beneath the Tip of the Iceberg", in the case of the classroom experience, the affective is a layer provided by a human teacher. In higher education and corporate classrooms, role play (human-to-human collaboration) is used to teach affective domain subjects such as sales techniques, patient interactions, and employee management methods. The study was based on the Iceberg theory of Freud on the aspects of conscious, subconscious and unconscious parts of personality. The best-known personality assessment taxonomy is the Big Five. It identifies five primary subcategories of the affective domain: Extraversion, Emotional Stability, Agreeableness, Conscientiousness, and Openness to Experience. A variation is known as OCEAN, which is an acronym for openness to experience, conscientiousness, extraversion, agreeableness and natural reactions. A conditioned emphasis on these areas of personality provides a continuous concern of a facilitator to the learners. Teaching methodologies with the integration domains serves as a simulation for the learners. Simulation is the current method of choice for learning products dealing with particular subjects in the affective learning domains, such as ethics, teamwork, innovation, leadership, conflict management, and motivation. These products generate experiences for workers and, as the simulation unfolds, the technology measures beliefs and emotional states of mind. Simulation excels at that and generates a primary learning experience. All corporate role-play simulations tend to tap into the affective domain.
According to the study of Dettmer, Peggy in his journal “New Blooms in Established Fields: Four Domains of Learning and Doing”, the well-known cognitive domain is extended to include ideational functions of imagination and creativity, and the affective domain is enhanced to include internalization, wonder, and risk taking. The psychomotor domain is expanded into a sensorimotor domain, incorporating five senses along with balance, spatial relationships, movement, and other physical activity. A social domain is introduced to accentuate sociocultural processes that accompany thinking, feeling, and sensing/movement. Lastly, the four domains are synthesized into a unified domain of thinking, feeling, sensing/moving, and interacting to optimize potential and self-fulfillment for all students.
A major catalyst for this focus was the work of Benjamin Bloom and his colleagues in conceptualizing taxonomy of the cognitive domain. This taxonomy helped make educators aware that recall and translation of material or, in language of the taxonomy, knowledge and comprehension, dominated instruction and assessment. That domination left too little academic learning time for applications of learned content in new and novel situations (Hanna & Dettmer, 2004). This is problematic for very able students in particular, who already have mastered much basic content or can do so readily and need to move on. Use of the taxonomy can also help one gain a perspective on the emphasis given to certain behaviors by a particular set of educational plans. Curriculum builders should find the taxonomy helps them to specify objectives so that it becomes easier to plan learning experiences and prepare evaluation devices. In short, teachers and curriculum makers should find this a relatively concise model for the analysis of educational outcomes in the cognitive area of remembering, thinking, and problem solving. (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956, p. 2) If, for example, one is analyzing material, doing so with others in a social context would call for behaviors as complex as ones needed for negotiation. Conversely, when negotiating, there would be considerable analysis along with understanding and use of the prior knowledge in the cognitive domain, and with relating, communication, and participation in the social domain. The phenomenon is comparable to standing on one rung (phase) of a ladder and holding on to the sides (other domain phases). If the phases were not somewhat parallel in complexity, one would seem off balance. A particular phase could be slightly advanced on one side or the other, but the climber probably would feel a need to achieve balance.
ReplyDeleteConsequently, as an example, when teachers help learners develop communication skills, they are preparing them for the next rungs--to value affectively, participate socially, apply cognitively, and act with senses and movement on the content, with the plausible assumption that preceding phases in each domain have been developed and employed productively.
Reflections, discussions, brainstorms, and revisions for such classic educational tools can be beneficial to educators in many ways. The remainder of the article is a call for deep and wide thinking about the learning that educators believe students should do how to facilitate learning through use of expanded educational taxonomies, and how to assess outcomes of instruction, all in ways that optimize student potential.
According to the ournal of Chaman Mansha Rupani and Muhamamad Ilyas Bhutto on the “Evaluation of Existing Teaching Learning Process on Bloom’s Taxonomy”; concerned teachers, administration, and management must take efforts to make the teaching learning process learner-friendly, cooperative and thought oriented and to control unfair means prevailing in educational and examination system so that coming young generation could develop their hidden potentials to their maximum to face the challenges of the 21st century using the weapon of educational objectives of Blooms’ Taxonomy.
The professional degrees’ teaching and evaluation system needed revolutionary changes. At least they must incorporate their teaching according to Bloom’s taxonomy of educational objectives so that professionally trained teachers could be able to teach and evaluate their learners on that pattern.
ReplyDeleteAll the teachers should be refreshed in the teaching–learning courses under Blooms’ Taxonomy to develop mentally, emotionally, and physically in connection with cognitive, affective and psychomotor domains respectively.
The classroom teaching should be student centered rather than teacher or book centered.
Chinese proverb ‘when I read I forget, when I see I remember, when I do I understand’ is a must for science related subjects. In teaching learning process teachers should remember that learners are unique individuals, so keeping in view of their differences and diversity teacher should carry more or less individual classroom teaching and activities.
We are far behind to adapt Blooms theory-based approach, but we at least can try to remove the weaknesses which we can; and to teach and train our teachers to utilize the available resources at maximum level and to allow and reinforce students’ asking questions and discussions; and to engage students in proper learning activities. These measures must be taken in not for anything else but for making ground that would facilitate to keep our future generation on the right track to develop critical, analytical, and innovative thinking required for meeting with existing problems and futuristic unknown challenges as well.
Lastly, the researchers would urge that we need to separate the chuff from grain. We should plan with attitude, prepare with aptitude, participate with servitude, receive with gratitude and this should be enough to separate you from the multitude. (Knish Darin, Daily Dawn dated 10th July 2011)
Resources:
Adkins, Sam S., (2004). The Tip of the Iceberg. Vol. 58 Issue 2, p28-33, 6p
Rupani, Chaman M. , Muhamamad B.,(2011). Evaluation of Existing Teaching Learning Process on Bloom’s Taxonomy. International Journal of Academic Research in Business and Social Sciences August (2011), Vol. 1, Special Issue
Dettmer, Peggy, (200). New Blooms in Established Fields: Four Domains of Learning and Doing. Vol. 28 Issue 2, p70-78, 9p, 2 Charts
Holistic development of learner will be achieved if the three domains work together. The first article evaluates how the teachers do not consider the affective and the psychomotor of a child where in they learn less and cannot engage in a bigger learning because the strategy being used is teacher-centered. In the article it says that they must adapt the blooms taxonomy approach to remove the weaknesses of teachers and for them to utilize the available resources at a maximum level and to allow reinforce students’ asking questions and to engage them in proper learning activities to keep them on track in facilitating and developing their critical, analytical, and innovative skills required in the 21st century.
ReplyDeleteSource: International Journal of Academic Research in Business and Social Sciences
August (2011), Vol. 1, Special Issue
On the second article it says there that with cognitive domain alone students will have difficulty in understanding the lessons that they are discussing; they often ask the question “why do we have to study this”. Learner wants to see the relevance of what they learn to their lives for them to fully understand it. And if the cognitive domain and the affective domain are obtained in the curriculum then psychomotor domain will follow. Students will not have a difficulty in applying all the knowledge that they have learn and gain. The teachers should maintain a balance on the 3 domains so that every student’s needs will be catered equally, because every student have different learning needs and it is the reason why the 3 domains must be come altogether in the school.
Source: Aaron U. Bolin Irina Khramtsova and David Saarnio
U.S. Navy Human Performance Center Arkansas State University
Newport, Rhode Island
On the last article, Enhancing the Confidence, Competence, and Connection in Engineering they want to show that they have to change the traditional way of teaching of engineering teachers to their students for the both parties to achieve a better success in education and in the field of engineering. In the article it states that they must improve their education for more actively engaging student minds and creativity, to get make students think about learning and how they can apply it and relate it in their lives. In the article it says there that to motivate students there are two aspects, engineering schools are expected to incorporate skills like design, teamwork, communication and leadership on the top technical excellence in the classroom. And second is that use lecturing technique rarely so that students will be more into the learning and skills after a short lecture. Because after the interviews done they found out that the holistic development of an engineering students will be reached if they are engage (psychomotor) and motivated (affective) and if they have the content (cognitive) of what they are doing. And in that case they can perform better and develop a better understanding of the material.
Source: Andrew Roncin, P. Eng.
Instructor, Electrical/Electronic Engineering Technology
Red River College
SYNTHESIS:
In the three articles that I have mentioned above reflects that in learning and in designing a curriculum, teachers and those who works on a curriculum must always put the 3 domains together for the holistic development of learners. In those articles cognitive domain cannot achieve the holistic development of a learner without integrating the affective and psychomotor domain because, mostly teachers are not yet aware or they do not update themselves on the strategies and the lessons they must lecture in school so that students will be more motivated and engage. If the students only know the content for no reason at all they are having difficulty in understanding it and they are always curious of the fact that why do they need to learn a certain content, and in that case of teachers and curriculum designers must do something about it. They have to put the three domains to work together for a better learning outcome of the learners.
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