Difficulties of science and technology teachers in the process of gaining affective competencies to the students and solution proposals

  • Bahadır Erişti
  • Nihal Tunca
Keywords: Sciences and technology instruction, teaching affective domain, teacher opinions


This research aims to identify the views of primary school science and technology teachers, about the difficulties of the process of gaining affective competencies to the students and solution proposals. The research was a case study, a qualitative study. The participant of the research constitutes a total of 19 primary schools science and technology teachers.. The research data were collected through by using semi-structured interview form. The data were analyzed through content analysis approach by using NVivo8.0 package program. According to the teachers, they were experiencing troubles in the process they get the students gain affective competencies, arising from especially from the family and then, respectively from the students, the applications of the Ministry of Education, teachers, the social environment and the media. According to the teachers, in the issue of gaining affective competencies for students it is impossible to reach the success only by the efforts of teachers.


Download data is not yet available.


Abell, S. K., & Lederman, N. G. (2007). (Eds.). Handbook of research on science education. Mahwah, N.J.: Lawrence Erlbaum.

Anderman, E. M., & Wolters, C. A. (2006). Goals, values, and affect: Influences on student motivation. In P. Alexander & P. Winne (Eds.). Handbook of educational psychology (pp. 369–389). Mahwah, NJ: Lawrence Erlbaum.

Barkley, S. G. (2007). Tapping student effort, increasing student achievement. Cadiz, KY: Performance Learning Systems, Inc.

Bennett, J., & Hogarth, S. (2009). Would you want to talk to a scientist at a party? High school students’ attitudes to school science and to science. International Journal of Science Education, 31 (14), 1975-1998.

Burns, C.P., Roe, B. D., & Ross, E.P. (2001). Teaching reading in today’s elementary scchools. (8th ed). Boston: Houghton Mifflin Company

Carbonaro, W. (2005). Tracking, students’ effort, and academic achievement. Sociology of Education, 78, 27-49.

Cruickshank, D. R., Jenkins, D. B., & Metcalf, K. K. (2003). The act of teaching. New York, NY: McGraw-Hill.

Douglas, J., & Douglas, A. (2006). Evaluating teaching quality. Quality in Higher Education, 12, (1), 3-12.

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–32

Erişti, B. & Tunca, N. (2012). Opinions of primary school science and technology teachers about developing students’ affective competence. Turkish Online Journal of Qualitative Inquiry. 3 (1), 36-54.

Erişti, B. (1998). Üniversite öğrencilerinin öğretme-öğrenme sürecine katılım durumları. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 8 (1–2), 52–67.

Feagin, J., Orum, A., & Sjoberg, G. (Eds.). (1991). A case for case study. Chapel Hill, NC: University of North Carolina Press.

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74 (1), 59–109.

Garland, K., & Noyes, J. (2005). Attitudes and confidence towards computers and books as learning tools: A cross-sectional study of student cohorts. British Journal of Educational Technology, 35 (4), 85–91.

Garrit, A. (2010). Pedagogical content knowledge and the affective domain of scholarship of teaching and learning. International Journal for the Scholarship of Teaching and Learning, (4) 2,

Glynn, S. M., & Koballa, T. R. (2006). Motivation to learn in college science. In J. J.Mintzes, & W. H. Leonard (Eds.), Handbook of college science teaching. (pp. 25-32). Arlington, VA: NSTA Press.

Goldin, G. A., Epstein, Y. M, Schorr, R. Y., & Warner, L. B. (2011). Beliefs and engagement structures: behind the affective dimension of mathematical learning. ZDM Mathematics Education, 43, 547–560.

Larry, H., & Greenwald, R. (1996). Have times changed? The relationship between school resources and student performance. In Does money matter? The effect of school resources on student achievement and adult success, Gary Burtless (ed.), (pp. 74-92).Washington, D.C.: Brookings Institution Press.

Henderson, A. T., & Map, K. L. (2002). A new wave of evidence: the ımpact of school, family, and community connections on student achievement. Austin, Texas: National Center for Family and Community Connections with Schools.

Hidi, S., Renninger, K. A., & Krapp, A. (2004). Interest, a motivational variable that combines affective and cognitive functioning, in Dai, D.Y. and Sternberg, R.J., (eds.). Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development. (pp. 89–115). Mahwah, NJ: Lawrence Erlbaum Associates Publishers,

Hodson, D. (1998). Teaching and learning science: towards a personalized approach. Buckingham: Open University Press.

Hollingsworth, P.M., & Hoover, K.H. (1999). Elementary teaching methods. (6th ed.). Boston: Allyn & Bacon.

Holstermann, N., Grube, D., & Bögeholz, S. (2009). he influence of emotion on students’ performance in dissection exercises. Journal of Biological Education, 43 (4), 164-168.

Hoxby, C. (2000). The effects of class size and composition on student achievement: New evidence from natural population variation. Quarterly Journal of Economics, 115 (4), 1239–1285.

Huberty, T. (2009). Test and performance anxiety. Principle Leadership, 1 (10), 15-19.

Jung, T. G. (2003). The effects of learners’ homework strategy use and ICT use on self directed learning or homework performance. Korean Journal of Open Education, 11 (2), 215–238.

Kang, M., & others. (2010). Developing an educational performance indicator for new millennium learners. Journal of Research on Technology in Education, 43 (2), 157-170.

Kretchmar, J. (2008). The affective domain. Research starters education. NY: Great Neck Publishing.

LaBillois, J., & Lagace-Seguin, D. (2009). Does a good fit matter? Exploring teaching styles, emotion regulation, and child anxiety in the classroom. Early Child Development and Care, 179 (3), 303-315.

Linnenbrink, E. (2008). The role of affect in student learning: A multi-dimensional approach to considering the interaction of affect, motivation and engagement. In Schutz, P.A., & Pekrun, R., (eds.), Emotion in education. (pp. 107–124). Burlington, MA, Academic,

Marzano, R. J. (2000). A new era of school reform: Going where the research takes us. Aurora, CO: Midcontinent Research for Education and Learning.

Nieswandt, M. (2007). Student affect and conceptual understanding in learning chemistry. Journal of Research in Science Teaching, 44 (7), 908-937.

Noddings, N. (1996). Stories and affect in teacher education. Cambridge Journal of Education, 26 (3), 435-647.

Osborne, J. (2007). Science education for the twenty first century. Eurasia Journal of Mathematics, Science & Technology Education, 3 (3), 173-184

Osborne, J. F., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25 (9), 1049–1079.

O'Sullivan, M. (2006). Lesson observation and quality in primary education as contextual teaching and learning processes. International Journal of Educational Development, 26, 246-260.

Papanastasiou, C. (2002). Effects of background and school factors on the mathematics achievement. Educational Research and Evaluation, 8 (1), 55-70.

Richardson, G., & Blades, D. (2001). Social studies and science education: Developing world citizenship through interdisciplinary partnerships. Canadian Social Studies, 35 (3), 10-22.

Rivkin, S., Hanushek, E., & Kain, J. (2005). Teachers, schools, and academic achievement. Econometrica, 73 (2), 417–458.

Simpson, R. D., Koballa, T. R., Oliver, J. S., & Crawley, F. E. (1994). Research on the affective dimensions of science learning. In D. Gabel (Ed.), Handbook of research on science teaching and learning. (pp. 211-234). New York: Macmillan.

Smith, A. (2009). Teaching students in inclusive settings. Toronto: Pearson Publishing.

Starkey, P., & Klein, A. (2000). Fostering parental support for children’s mathematical development: An intervention with head start families. Early Education and Development, 11 (5), 659–680.

Stewart, E. B. (2008). School structural characteristics, student effort, peer associations, and parental ınvolvement the ınfluence of school-and ındividual-level factors on academic achievement. Education and Urban Society, 40 (2), 179-204.

Van Voorhis, F. L. (2001). Interactive science homework: An experiment in home and school connection. NASSP Bulletin, 85 (627), 20–32.

Wayne, A. M., & Youngs, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational Research, 73 (1), 89-122.

Willard, C. (1985). The science of values and the values of science. In Cox, J., Sillars, M. & Walker, G. (Eds.), Argument and social practice. (pp. 435-444). Annadale, VA.: Speech Communication Association.

Yıldırım, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.

Yin, R. (1994). Case study research: Design and methods (2nd ed.). Thousand Oaks, CA: Sage Publishing.

Zellman, G.L., & Waterman, J. M. (1998). Understanding the impact of parent school involvement on children’s educational outcome, The Journal of Educational Research, 91 (6), 370-380.

Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn: Contemporary Educational Psychology, 25, 82–91.
How to Cite
Erişti, B., & Tunca, N. (2012). Difficulties of science and technology teachers in the process of gaining affective competencies to the students and solution proposals. International Journal of Curriculum and Instructional Studies (IJOCIS), 2(3), 87-102.