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Reflections of Science Teachers in a Professional Development Intervention to Improve Their Ability to Teach for the Affective Domain
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Buma, Anastasia Malong – African Journal of Research in Mathematics, Science and Technology Education, 2018
This paper reports on key aspects of a short in-service programme improving science teachers' pedagogical content knowledge to teach for the affective domain. The affective domain refers to outcomes that involve changes in feelings, values, appreciation, interests, motivations or attitudes that might result from a learning experience. The…
Descriptors: Science Teachers, Science Instruction, Teacher Attitudes, Faculty Development