Derleme
BibTex RIS Kaynak Göster

Affective Domain and Affective Domain Taxonomies

Yıl 2022, , 217 - 240, 30.04.2022
https://doi.org/10.34056/aujef.999650

Öz

This study is a theoretical review that discusses affect, affective domain and affective domain taxonomies in a theoretical framework. Examining the affective domain taxonomies in the literature, the similar and different aspects of taxonomies were examined, and it was tried to reveal what the affective domain covered. As a result, it is determined that the most important concepts associated with the affective domain are primarily attitude, value and motivation, as well as interest, emotion, belief, feeling, anxiety, interest, belief, emotion, anxiety, appreciation, opinion, perception, self-esteem, personality, desire, morality and ethics, self-efficacy, temperament, behavior, adaptation, tendency, trust, social competence, imagination, sensitivity, self-development, satisfaction, locus of control opinion and aesthetics. The affective domain is spread over a very wide area and it is difficult to draw its boundaries. Various taxonomies related to the affective domain have been developed by different researchers and no taxonomy is sufficient on its own to understand the affective domain. There are certain relationships between affective structures. Affective structures at the lower level are the prerequisites for those at the higher level. While performing affective learning, there is a bottom-up mobility, and the individual must internalize the previous step to move up to the next level. In addition, since there is no clarity about which concepts and terms can be included in the affective domain, it has been seen that the uncertainties in this domain still continue.

Kaynakça

  • Allen, K. N. ve Friedman, B. D. (2010). Affective learning: A taxonomy for teaching social work values. Journal of Social Work Values and Ethics, 7(2), 1-12.
  • Batt A. (2015). Teaching and evaluating the affective domain in Paramedic education. Canadian Paramedicine, 31(1), 1-5.
  • Bills, R. E. (1976). Affect and its measurement. Evaluation in the affective domain içinde. Proceedings of the National Symposium for Professors of Educational Research (ss. 7-54).
  • Birnie, H. H. (1978). Identifying affective goals in science education. The Science Teacher, 45(9), 29-33.
  • Bloom, B. (1956). A taxonomy of cognitive objectives. New York: McKay.
  • Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H. ve Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: Longman.
  • Bohlin, R. M. (1998). The affective domain: A model of learner-instruction interactions. 20th Annual Proceedings of Selected Research and Development Paper Presentations at the 1998 Annual Convention of the Association for Educational Communications and Technology.
  • Boyd, B. L., Dooley, K. E. ve Felton, S. (2006). Measuring learning in the affective domain using reflective writing about a virtual international agriculture experience. Journal of Agricultural Education, 47(3), 24-32.
  • Brett, A., Smith, M., Price, E. ve Huitt, W. (2003). Overview of the affective domain. Educational Psychology Interactive, 1-21.
  • Broekens, J., Kosters, W. A., & Verbeek, F. J. (2007). Affect, anticipation, and adaptation: Affect-controlled selection of anticipatory simulation in artificial adaptive agents. Adaptive behavior, 15(4), 397-422.
  • Buissink-Smith, N., Mann, S. ve Shephard, K. (2011). How do we measure affective learning in higher education? Journal of Education for Sustainable Development, 5(1), 101-114.
  • Cahoy, E. ve Schroeder, R. (2012). Embedding affective learning outcomes in library instruction. Communications in Information Literacy, 6(1), 73-90.
  • Carrigan, R. L. (2013). Social networking and the affective domain of learning. Yayımlanmamış Doktora Tezi. ABD: Capella Üniversitesi.
  • Chamberlin, S. (2010). A review of instruments created to assess affect in mathematics. Journal of Mathematics Education, 3(1), 167–182.
  • Cheng, K. Y. ve Hui, E. K. (2009). Affective education in Guangzhou, China: A case study. International Journal of Learning, 16(11), 521-532.
  • Christensen, C. B. (1975). Affective learning activities (ALA). Foreign Language Annals, 8(3), 211-219.
  • Clark, R. ve Price, J. (2016). Cognitive and affective domain learning assessment choices. https://commons.erau.edu/cgi/viewcontent.cgi?article=1113&context=bollinger-rosado. (Erişim tarihi: 12.12.2020).
  • Debellis, V. ve Goldin, G. (2006). Affect and meta-affect in mathematical problem solving: A representational perspective. Educational Studies in Mathematics, 63(2), 131–147.
  • Demirel, Ö. (2012) Eğitimde program geliştirme: Kuramdan uygulamaya. Ankara: Pegem Akademi.
  • Dormann, C., Whitson, J. R. ve Neuvians, M. (2013). Once more with feeling: Game design patterns for learning in the affective domain. Games and Culture, 8(4), 215-237.
  • Education for Affective Development (1992). A guidebook on programmes and practices. ERIC document reproduction service no: ED 371 904.
  • Freedberg, R. P. (2011). Living with bipolar disorder: A qualitative investigation. Yayımlanmamış Doktora Tezi. ABD: Estern Michigan Üniversitesi.
  • Frijda, N. H., & Mesquita, B. (2000). Beliefs through emotions. N. H. Frijda, A. S. R. Manstead, & S.Bem (Eds.), Emotions and beliefs: How feelings influence thoughts içinde (ss. 43–54). Paris: Oxford University Press.
  • Gano-Phillips, S. (2009). Affective learning in general education. Special Topic: Assessment in University General Education Program, 6(1), 1-44.
  • Gatfield, R. A. (1990). An investigation of affective curricular practice in secondary sicence education. Yayımlanmamış Doktora Tezi. ABD: University of Southern California.
  • Gephart, W. J. ve Ingle, R. B. (1976). Evaluation and the affective domain. W. J. Gephart ve R. B. Ingle (Eds.), Evaluation in the affective domain içinde (ss. 161-191). Bloomington, IN: Phi Delta Kappan.
  • Gould, B. E. (2012). Using multimedia feedback to enhance cognitive, affective, and psychomotor learning. Yayımlanmamış Doktora Tezi. Kanada: Royal Roads Üniversitesi.
  • Graham, S. (2003). Instructional design for affective learning in theological education. British Journal of Theological Education, 14(1), 58-77.
  • Grauer, B. L. (2014). Secondary science teachers’ use of the affective domain in science education. Yayımlanmamış Doktora Tezi. ABD: Kansas State Üniversitesi.
  • Grootenboer, P. (2010). Affective development in university education. Higher Education Research and Development, 29(6), 723–737.
  • Grootenboer, P. ve Marshman, M. (2016). Mathematics, affect and learning: Middle school students’ beliefs and attitudes about mathematics education. Heidelberg, New York: Springer-Verlag New York Inc.
  • Hall, R. A. (2011). Affective assessment: The missing piece of the educational reform puzzle. Delta Kappa Gamma Bulletin, 77(2), 7-11.
  • Hansen, K. (2009). Strategies for developing effective teaching skills in the affective domain. Strategies, 23(1), 14-19.
  • Holt, K. M. (2017). Affective domain learning in high-fidelity simulation: Students' perspectives. Yayımlanmamış Doktora Tezi. ABD: University of Northern Colorado.
  • Hsu, C. (2012). The influence of vocal qualities and confirmation of nonnative English-speaking teachers on student receiver apprehension, affective learning, and cognitive learning. Communication Education, 61(1), 4-16.
  • Hurst, B. M. (1980). An integrated approach to the hierarchical order of the cognitive and affective domains. Journal of Educational Psychology, 72(3), 293.
  • Jagger, S. (2013). Affective learning and the classroom debate. Innovations in Education and Teaching International, 50(1), 38-50.
  • Jerome, D. C. (2010). Exploring relationships between the use of affect in science instruction and the pressures of a high-stakes testing environment. Yayımlanmamış Doktora Tezi. ABD: Houston Universitesi.
  • Johnson, C. (1998). The Affective domain: What can instructional designers learn from arts education? Educational Technology, 38(6), 47-50.
  • Johnson, D. W. (1974). Affective outcomes. H. J. Walberg (Eds.), Evaluating educational performance: A sourcebook of methods, instruments, and example içinde (ss. 99-112). Berkeley, CA: McCutchan.
  • Kablan, Z. (2013). Hedef belirleme: Bilişsel, duyuşsal ve devinişsel alanlar. H. Şeker (Eds.), Eğitimde program geliştirme kavramlar yaklaşımlar içinde (ss. 127-160). Ankara: Anı Yayıncılık.
  • Kablan, Z. (2017). Hedef belirleme: Bilişse, duyuşsal ve devinişsel alanlar. H. Şeker (Eds.), Eğitimde program geliştirme kavramlar yaklaşımlar içinde (s. 127-161). Ankara: Anı Yayıncılık.
  • Kirschenbaum, H. (2013). Values clarification in counseling and psychotherapy: Practical strategies for individual and group settings. UK: Oxford University Press.
  • Klopfer, L. E. (1976). A structure for the affective domain in relation to science education. Science Education, 60(3), 299-312.
  • Koballa, T. (2013). Framework for the affective domain in science education. Retrieved January 1, 2016, from http://serc.carleton.edu/16473.
  • Kratwohl, D. R., Bloom, B. S. ve Masia, B. B. (1964). Taxonomy of educational objectives, the classification of educational goals-Handbook II: Affective Domain. New York: McKay.
  • Kuboja, J. M. ve Ngussa, B. M. (2015). Affective learning and cognitive skills improvement: Experience of selected schools in Arusha, Tanzania. International Journal of Academic Research in Progressive Education and Development, 4(2), 38-53.
  • Kupermintz, H. (2002). Affective and conative factors as aptitude resources in high school science achievement. Educational Assessment, 8(2), 123-137.
  • Laforgia, J. (1988). The affective domain related to science education and its evaluation. Science Education, 72(4), 407-421.
  • Lambert, E. ve Himsl, R. (1993). Signs of learning in the affective domain. (ERIC Document Reproduction Service No. ED 360-081).
  • Lax, M. (2014). The affective domain and police values education: Is the former used to convey the latter in support of the national decision model? The Police Journal, 87(2), 126-138.
  • Leder, G. C. ve Grootenboer, P. (2005). Editorial: affect and mathematics education. Mathematics Education Research Journal, 17(2), 1-8.
  • Lewis-Goldstein, D. (2010). Outcomes of student participation in apparel construction/sewing laboratory classes in southern California community colleges. Yayımlanmamış Doktora Tezi. ABD: Iowa State Üniversitesi.
  • Linder, C. ve Kung, R. L. (2011). An exploratory study into the complexity of relations between physics lecturers’ crafting of practice and students’ expectations of quality teaching. Instructional Science, 39(4), 513-526.
  • Main, R. G. (1992). Integrating the affective domain into the instructional design process. California State University, College of Communications. Brooks AFB, TX: Air Force Systems Command.
  • Malmivuori, M. L. (2001). The dynamics of affect, cognition, and social environment in the regulation of personal learning processes: The case of mathematics. University of Helsinki: Helsinki University Press.
  • Martin, B. L. (1989). A checklist for designing instruction in the affective domain. Educational Technology, 29, 7-15.
  • Martin, B. L. ve Briggs, L. J. (1986). The affective and cognitive domains: Integration for instruction and research. Englewood Cliffs: Educational Technology.
  • Martin, B. L. ve Reigeluth, C. M. (1992). Affective education and the affective domain: Implications for instructional-design theories and models. C. M. Reigeluth (Eds.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. II) içinde (ss. 485-511). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Martin, L. ve Mottet, T. P. (2011). The effect of instructor nonverbal immediacy behaviors and feedback sensitivity on Hispanic students’ affective learning outcomes in ninth-grade writing conferences. Communication Education, 60(1), 1-19.
  • Martin, M. M., Mottet, T. P. ve Myers, S. A. (2000). Students’ motives for communicating with their instructors and affective and cognitive learning. Psychological Reports, 87, 830-834.
  • McKenzie, E., Symonds, M. L., Fink, K. ve Tapps, T. (2017). Challenge activities for the physical education classroom: Affective learning outcomes. Strategies, 30(6), 39-44.
  • McLeod, D. (1992). Research on affect in mathematics education: A reconceptualization. D. Grouws (Eds.), Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics içinde (ss. 575–596). Toronto: MacMillan Publishing Company.
  • McNabb, J. G. (1997). Key affective behaviors of students as identified by a select group of secondary school teachers using the scans categories. Journal of Industrial Teacher Education, 34(4), 29-41.
  • Miller, M. (2005). Learning and teaching in the affective domain. M. Orey (Eds.), Ebook: Emerging perspectives on learning, teaching and technology içinde (section 2).
  • Mutambuki, J. M. (2014). Integrating nanotechnology into the undergraduate chemistry curriculum: The impact on students’ affective domain. Yayımlanmamış Doktora Tezi. ABD: Western Michigan Üniversitesi.
  • Olatunji, M. O. (2014). The affective domain of assessment in colleges and universities: Issues and implications. International Journal of Progressive Education, 10(1), 101-116.
  • Oppong, C. A. (2014). Cognitive and affective characteristics of history students of the university of cape coast. International Journal of Scientific and Research Publication, 4(10), 1-7.
  • Ornstein ve Hunkins, F. P. (2016). Curriculum: Foundations, principles, and issues. Boston: Pearson Education.
  • Osler, J. E. (2013). The Psychological efficacy of education as a Sscience through personal, professional, and contextual inquiry of the affective learning domain. Journal on Educational Psychology, 6(4), 36-41.
  • Payne, D. A. (1976). The assessment of affect: Nomothetic and idiographic. W. J. Gephart ve R. B. Ingle (Eds.), Evaluation in the affective domain içinde (ss. 61-115). Bloomington, IN: Phi Delta Kappan.
  • Pierre, E. ve Oughton, J. (2007). The affective domain: Undiscovered country. College Quarterly, 10(4), 1-7.
  • Pogue, L. L. ve Ahyun, K. (2006). The effect of teacher nonverbal immediacy and credibility on student motivation and affective learning. Communication Education, 55(3), 331-344.
  • Prescott, L. (2012). Life writing and life-learning: An analysis of creative writing students’ work. Studies in Continuing Education, 34(2), 145-157.
  • Puurula, A., Neill, S., Vasileiou, L., Husbands, C., Lang, P., Katz, Y. J., Romi, S. Menezes, I. ve Vriens, L. (2001). Teacher and student attitudes to affective education: A European collaborative research project. Compare: A Journal of Comparative and International Education, 31(2), 165-186.
  • Ramalingam, M., Kasilingam, G. ve Chinnavan, E. (2014). Assessment of learning domains to improve student's learning in higher education. Journal of Young Pharmacists, 6(1), 27.
  • Ricchezza, V. J. ve Vacher, H. L. (2017). Quantitative literacy in the affective domain: Computational geology students’ reactions to devlin’s the math instinct. Numeracy, 10(2), 11.
  • Richmond, V. P. ve McCroskey, J. C. (2012). Power in the classroom: Communication, control, and concern. Hillsdale, NJ: Lawrence Erlbaum.
  • Rivera, Y. S. (2010). Promoting motivation through mode of instruction: The relationship between use of affective teaching techniques and motivation to learn science. Yayımlanmamış Doktora Tezi. ABD: Lehigh Üniversitesi.
  • Roche, S. (2013). Promoting the affective domain within online education. Yayımlanmamış Doktora Tezi. ABD: Nova Southeastern Üniversitesi.
  • Rogers, G. D., Mey, A. ve Chan, P. C. (2017). Development of a phenomenologically derived method to assess affective learning in student journals following impactive educational experiences. Medical teacher, 39(12), 1250-1260.
  • Rogers, G. D., Mey, A., Chan, P. C., Lombard, M. ve Miller, F. (2018). Development and validation of the Griffith University affective learning scale (GUALS): A tool for assessing affective learning in health professional students’ reflective journals. MedEdPublish, 7(1), 2.
  • Romiszowski, A. J. (1981). Designing instructional systems. New York: Nichols Publishing Company.
  • Roper, L. (2014) Respecting and supporting students’ affective learning. Journal of College and Character, 15(1), 51-54.
  • Russell, J. A. (2003). Core affect and the psychological construction of emotion. Psychological review, 110(1), 145.
  • Savic, M. ve Kashef, M. (2013). Learning outcomes in affective domain within contemporary architectural curricula. International Journal of Technology and Design Education, 23(4), 987-1004.
  • Savickiene, I. (2010). Conception of learning outcomes in the Bloom's taxonomy affective domain. Quality of Higher Education, 7, 37-59.
  • Sharma, C. B., Pathak, A. ve Sinha, A. (2017). Unit-13: Affective and psychomotor learning and their organisation. https://www.egyankosh.ac.in/bitstream/123456789/8297/1/Unit-13.pdf (Erişim tarihi: 06.08.2020).
  • Shephard, K. (2008). Higher education for sustainability: Seeking affective learning outcomes. International Journal of Sustainability in Higher Education, 9(1), 87–98.
  • Shulman, L. S. (2002). Making differences: A table of learning. Change: The Magazine of Higher Learning, 34(6), 36-44.
  • Simpson, R. D. ve Troost, K. M. (1982). Influences on commitment to and learning of science among adolescent students. Science Education, 66, 763–781.
  • Singaravelu, G. (2010). A study on unheeded affective domain affects the affection on neighbourhood. Journal on Educational Psychology, 3(4), 38-42.
  • Smith, P. L. ve Ragan, T. J. (2005). Instructional design. NJ: John Wiley & Sons.
  • Snider, S. (2001). Cognitive and affective learning outcomes resulting from the use of behavioral objectives in teaching poetry. The Journal of Educational Research, 68(9), 333-338.
  • Sonnier, I. L. ve Wesselmann, D. M. (1984). How and why to teach in the affective domain and become a more effective teacher. Reading Improvement, 21(3), 220.
  • Sönmez, V. (2004). Program geliştirmede öğretmen elkitabı. Ankara: Anı Yayıncılık.
  • Sözer, E. (2003). Öğretimde planlama ve değerlendirme. M. Gültekin, (Eds.), Öğretimde amaçlar ve düzenlenmesi içinde (ss. 31-44). Eskişehir: Anadolu Üniversitesi Yayınları.
  • Syrjälä, A. M. H., Knuuttila, M. L. ve Syrjälä, L. K. (1990). Suitability of Krathwohl's affective taxonomy for evaluating patient attitudes to dental care. Community dentistry and Oral Epidemiology, 18(6), 299-303.
  • Şimşek, A. (2009). Öğretim tasarımı. Ankara: Nobel Yayın Dağıtım.
  • Taneri, P. O. (2017). The Viewpoints of instructors about the effects of teacher education programs on prospective teachers' affective characteristics. Eurasian Journal of Educational Research, 70, 105-120.
  • Taylor, L. D. (2014). The affective domain in nursing education: Educators' perspectives. Theses and Dissertations. Paper 484. University of Wisconsin-Milwaukee.
  • Tennyson, R. D. Ve Nielsen, M. (1998). Complexity theory: Inclusion of the affective domain in an interactive learning model for instructional design. Educational Technology, 38(6), 7-12.
  • Tharp, D., Gould, A. ve Potter, R. (2010). Leveraging affective learning for developing future airmen. Maxwell Air Force Base, Ala.: Air University Press.
  • Theall, M. ve Graham, D. D. (2017). Using John M. Keller's MVP model in teaching professional values and behaviors. New Directions for Teaching and Learning, 152, 53-66.
  • Thies, T. T. (2014). Affective learning experiences influence positive interactions with anxiety: comprehensive musicianship with seventh grade jazz students. Yayımlanmamış Doktora Tezi. ABD: Iowa Üniversitesi.
  • Ugur, H., Constantinescu, P.M. ve Stevens, M.J. (2015). Self-awareness and personal growth: Theory and application of Bloom’s Taxonomy. Eurasian Journal of Educational Research, 60, 89-110.
  • Umakalu, C. P. (2017). Teachers’ competencies in assessing students’ affective outcome in secondary school mathematics. Yayımlanmamış Doktora Tezi. Nijerya: Nigeria Üniversitesi.
  • Utley, R. (2010). Theory and research for academic nurse educators: Application to practice. Ontario: Jones & Bartlett Learning.
  • Van der Berg, L. S. ve Walker, S. L. (2014). Assessing level of affective learning of undergraduate nursing students at a university in the Western Cape regarding rendering prevention of mother-to-child transmission services: Teaching and learning. African Journal for Physical Health Education, 154-165.
  • VandenBos, G. R. (2015). APA dictionary of psychology. Washington, DC: American Psychological Association.
  • Vidmar, D. J. (1998). Affective change: Integrating pre-sessions in the students’ classroom prior to library instruction. Reference Services Review, 26(3/4), 75-95.
  • Vinson, C. (2009) Learning domains and delivery of instruction. http://chettourhorizonsforteaching.blogspot.com/2009/05/learning-domains-and-delivery-of.html. (Erişim tarihi: 11.11.2018).
  • Wadhwa, S., Barlow, A. ve Jadeja, S. (2015). Ascertaining affective domain in engineering: A new learning concept. ASME 2015 International Mechanical Engineering Congress and Exposition içinde (ss. V005T05A005-V005T05A005). American Society of Mechanical Engineers.
  • Wang, C. C. (2007). A case study of a positive psychology approach in an affective education elementary school course. Yayımlanmamış Doktora Tezi. ABD: University of Northern Colorado.
  • Watts, M. ve Alsop, S. (1997). A feeling for learning: modelling affective learning in school science. The Curriculum Journal, 8(3), 351-365.
  • Weber, K., Martin, M. M. ve Myers, S. A. (2011). The development and testing of the instructional beliefs model. Communication Education, 60(1), 51-74.
  • Welter, P. R. ve Hudson III, W. R. (1970). The assessment of affective learning in counseling groups utilizing the taxonomy of educational objectives: Affective domain. SPATE: Journal of Student Personnel Association for Teacher Education, 8(2), 37-51.
  • Wirth, K. R. ve Perkins, D. (2008). Learning to learn. Paper presented at the Scholarship of Teaching and Learning Conference, Northfield, MN. http://www.macalester.edu/geology/wirth/CourseMaterials.html. (Erişim tarihi: 12.12.2020).
  • Woodford, R. C. (1979). The importance of the affective domain in the education of physical educators. Quest, 31(2), 285-293.
  • Yanofsky, S. D. ve Nyquist, J. G. (2010). Using the affective domain to enhance teaching of the acgme competencies in anesthesiology training. The journal of Education in Perioperative Medicine: JEPM, 12(1), E055.
  • Yeşilyurt, E. (2016). Toplumsal sorunların çözümüne katkısı ve karşılaşılan engeller açısından duyuşsal alanın değerlendirilmesi. Kalem Eğitim ve İnsan Bilimleri Dergisi, 6(1), 237-308.
  • Zaghloul, A. R. M. (2001). Assessment of lab work: A three-domain model; cognitive, affective, and psychomotor. ASEE Annual Conference & Exposition. June 24-27.
  • Zeidner, M., Matthews, G. ve Roberts, R. D. (2012). What we know about emotional intelligence: How it affects learning, work, relationships, and our mental health. MA: MIT press.

Duyuşsal Alan ve Duyuşsal Alan Taksonomileri

Yıl 2022, , 217 - 240, 30.04.2022
https://doi.org/10.34056/aujef.999650

Öz

Bu araştırma, duyuş, duyuşsal alan ve duyuşsal alan taksonomileri kuramsal çerçevede ele alınmış kuramsal derlemedir. Alanyazıdaki duyuşsal alan taksonomileri incelenerek, taksonomilerin birbirleriyle benzer ve ayrılan yönleri incelenmiş, duyuşsal alanın neleri kapsadığı ortaya çıkarılmaya çalışılmıştır. Sonuç olarak duyuşsal alanla ilişkilendirilen en önemli kavramların başta tutum, değer ve motivasyon olmak üzere ilgi, inanç, duygu, kaygı, takdir, fikir, algı, öz saygı, kişilik, arzu, ahlak ve etik, öz yeterlilik, mizaç, davranış, uyum, eğilim, güven, sosyal yeterlilik, hayal gücü, duyarlılık, kendini geliştirme, memnuniyet, kontrol odağı, fikir ve estetik kavramları olduğu belirlenmiştir. Duyuşsal alanın çok geniş bir alana yayıldığı ve sınırlarını çizmenin oldukça güç olduğu görülmüştür. Duyuşsal alan ile ilgili farklı araştırmacılar tarafından çeşitli taksonomilerin geliştirildiği ve hiçbir taksonominin duyuşsal alanı anlamada tek başına yeterli olmadığı belirlenmiştir. Duyuşsal yapılar arasında belirli ilişkilerin olduğu, alt seviyedeki duyuşsal yapıların üst seviyedekilerin ön koşulu niteliğinde olduğu, duyuşsal öğrenmeler gerçekleştirilirken aşağıdan yukarıya doğru bir hareketliliğin söz konusu olduğu ve bireyin bir üst basamağa çıkabilmesi için bir önceki basamağı içselleştirmesi gerektiği görülmüştür. Bunun yanında hangi kavram ve terimlerin duyuşsal alan içerisinde değerlendirilebileceği konusunda bir netlik olmadığı için bu alandaki belirsizliklerin halen daha devam ettiği söylenebilir.

Kaynakça

  • Allen, K. N. ve Friedman, B. D. (2010). Affective learning: A taxonomy for teaching social work values. Journal of Social Work Values and Ethics, 7(2), 1-12.
  • Batt A. (2015). Teaching and evaluating the affective domain in Paramedic education. Canadian Paramedicine, 31(1), 1-5.
  • Bills, R. E. (1976). Affect and its measurement. Evaluation in the affective domain içinde. Proceedings of the National Symposium for Professors of Educational Research (ss. 7-54).
  • Birnie, H. H. (1978). Identifying affective goals in science education. The Science Teacher, 45(9), 29-33.
  • Bloom, B. (1956). A taxonomy of cognitive objectives. New York: McKay.
  • Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H. ve Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: Longman.
  • Bohlin, R. M. (1998). The affective domain: A model of learner-instruction interactions. 20th Annual Proceedings of Selected Research and Development Paper Presentations at the 1998 Annual Convention of the Association for Educational Communications and Technology.
  • Boyd, B. L., Dooley, K. E. ve Felton, S. (2006). Measuring learning in the affective domain using reflective writing about a virtual international agriculture experience. Journal of Agricultural Education, 47(3), 24-32.
  • Brett, A., Smith, M., Price, E. ve Huitt, W. (2003). Overview of the affective domain. Educational Psychology Interactive, 1-21.
  • Broekens, J., Kosters, W. A., & Verbeek, F. J. (2007). Affect, anticipation, and adaptation: Affect-controlled selection of anticipatory simulation in artificial adaptive agents. Adaptive behavior, 15(4), 397-422.
  • Buissink-Smith, N., Mann, S. ve Shephard, K. (2011). How do we measure affective learning in higher education? Journal of Education for Sustainable Development, 5(1), 101-114.
  • Cahoy, E. ve Schroeder, R. (2012). Embedding affective learning outcomes in library instruction. Communications in Information Literacy, 6(1), 73-90.
  • Carrigan, R. L. (2013). Social networking and the affective domain of learning. Yayımlanmamış Doktora Tezi. ABD: Capella Üniversitesi.
  • Chamberlin, S. (2010). A review of instruments created to assess affect in mathematics. Journal of Mathematics Education, 3(1), 167–182.
  • Cheng, K. Y. ve Hui, E. K. (2009). Affective education in Guangzhou, China: A case study. International Journal of Learning, 16(11), 521-532.
  • Christensen, C. B. (1975). Affective learning activities (ALA). Foreign Language Annals, 8(3), 211-219.
  • Clark, R. ve Price, J. (2016). Cognitive and affective domain learning assessment choices. https://commons.erau.edu/cgi/viewcontent.cgi?article=1113&context=bollinger-rosado. (Erişim tarihi: 12.12.2020).
  • Debellis, V. ve Goldin, G. (2006). Affect and meta-affect in mathematical problem solving: A representational perspective. Educational Studies in Mathematics, 63(2), 131–147.
  • Demirel, Ö. (2012) Eğitimde program geliştirme: Kuramdan uygulamaya. Ankara: Pegem Akademi.
  • Dormann, C., Whitson, J. R. ve Neuvians, M. (2013). Once more with feeling: Game design patterns for learning in the affective domain. Games and Culture, 8(4), 215-237.
  • Education for Affective Development (1992). A guidebook on programmes and practices. ERIC document reproduction service no: ED 371 904.
  • Freedberg, R. P. (2011). Living with bipolar disorder: A qualitative investigation. Yayımlanmamış Doktora Tezi. ABD: Estern Michigan Üniversitesi.
  • Frijda, N. H., & Mesquita, B. (2000). Beliefs through emotions. N. H. Frijda, A. S. R. Manstead, & S.Bem (Eds.), Emotions and beliefs: How feelings influence thoughts içinde (ss. 43–54). Paris: Oxford University Press.
  • Gano-Phillips, S. (2009). Affective learning in general education. Special Topic: Assessment in University General Education Program, 6(1), 1-44.
  • Gatfield, R. A. (1990). An investigation of affective curricular practice in secondary sicence education. Yayımlanmamış Doktora Tezi. ABD: University of Southern California.
  • Gephart, W. J. ve Ingle, R. B. (1976). Evaluation and the affective domain. W. J. Gephart ve R. B. Ingle (Eds.), Evaluation in the affective domain içinde (ss. 161-191). Bloomington, IN: Phi Delta Kappan.
  • Gould, B. E. (2012). Using multimedia feedback to enhance cognitive, affective, and psychomotor learning. Yayımlanmamış Doktora Tezi. Kanada: Royal Roads Üniversitesi.
  • Graham, S. (2003). Instructional design for affective learning in theological education. British Journal of Theological Education, 14(1), 58-77.
  • Grauer, B. L. (2014). Secondary science teachers’ use of the affective domain in science education. Yayımlanmamış Doktora Tezi. ABD: Kansas State Üniversitesi.
  • Grootenboer, P. (2010). Affective development in university education. Higher Education Research and Development, 29(6), 723–737.
  • Grootenboer, P. ve Marshman, M. (2016). Mathematics, affect and learning: Middle school students’ beliefs and attitudes about mathematics education. Heidelberg, New York: Springer-Verlag New York Inc.
  • Hall, R. A. (2011). Affective assessment: The missing piece of the educational reform puzzle. Delta Kappa Gamma Bulletin, 77(2), 7-11.
  • Hansen, K. (2009). Strategies for developing effective teaching skills in the affective domain. Strategies, 23(1), 14-19.
  • Holt, K. M. (2017). Affective domain learning in high-fidelity simulation: Students' perspectives. Yayımlanmamış Doktora Tezi. ABD: University of Northern Colorado.
  • Hsu, C. (2012). The influence of vocal qualities and confirmation of nonnative English-speaking teachers on student receiver apprehension, affective learning, and cognitive learning. Communication Education, 61(1), 4-16.
  • Hurst, B. M. (1980). An integrated approach to the hierarchical order of the cognitive and affective domains. Journal of Educational Psychology, 72(3), 293.
  • Jagger, S. (2013). Affective learning and the classroom debate. Innovations in Education and Teaching International, 50(1), 38-50.
  • Jerome, D. C. (2010). Exploring relationships between the use of affect in science instruction and the pressures of a high-stakes testing environment. Yayımlanmamış Doktora Tezi. ABD: Houston Universitesi.
  • Johnson, C. (1998). The Affective domain: What can instructional designers learn from arts education? Educational Technology, 38(6), 47-50.
  • Johnson, D. W. (1974). Affective outcomes. H. J. Walberg (Eds.), Evaluating educational performance: A sourcebook of methods, instruments, and example içinde (ss. 99-112). Berkeley, CA: McCutchan.
  • Kablan, Z. (2013). Hedef belirleme: Bilişsel, duyuşsal ve devinişsel alanlar. H. Şeker (Eds.), Eğitimde program geliştirme kavramlar yaklaşımlar içinde (ss. 127-160). Ankara: Anı Yayıncılık.
  • Kablan, Z. (2017). Hedef belirleme: Bilişse, duyuşsal ve devinişsel alanlar. H. Şeker (Eds.), Eğitimde program geliştirme kavramlar yaklaşımlar içinde (s. 127-161). Ankara: Anı Yayıncılık.
  • Kirschenbaum, H. (2013). Values clarification in counseling and psychotherapy: Practical strategies for individual and group settings. UK: Oxford University Press.
  • Klopfer, L. E. (1976). A structure for the affective domain in relation to science education. Science Education, 60(3), 299-312.
  • Koballa, T. (2013). Framework for the affective domain in science education. Retrieved January 1, 2016, from http://serc.carleton.edu/16473.
  • Kratwohl, D. R., Bloom, B. S. ve Masia, B. B. (1964). Taxonomy of educational objectives, the classification of educational goals-Handbook II: Affective Domain. New York: McKay.
  • Kuboja, J. M. ve Ngussa, B. M. (2015). Affective learning and cognitive skills improvement: Experience of selected schools in Arusha, Tanzania. International Journal of Academic Research in Progressive Education and Development, 4(2), 38-53.
  • Kupermintz, H. (2002). Affective and conative factors as aptitude resources in high school science achievement. Educational Assessment, 8(2), 123-137.
  • Laforgia, J. (1988). The affective domain related to science education and its evaluation. Science Education, 72(4), 407-421.
  • Lambert, E. ve Himsl, R. (1993). Signs of learning in the affective domain. (ERIC Document Reproduction Service No. ED 360-081).
  • Lax, M. (2014). The affective domain and police values education: Is the former used to convey the latter in support of the national decision model? The Police Journal, 87(2), 126-138.
  • Leder, G. C. ve Grootenboer, P. (2005). Editorial: affect and mathematics education. Mathematics Education Research Journal, 17(2), 1-8.
  • Lewis-Goldstein, D. (2010). Outcomes of student participation in apparel construction/sewing laboratory classes in southern California community colleges. Yayımlanmamış Doktora Tezi. ABD: Iowa State Üniversitesi.
  • Linder, C. ve Kung, R. L. (2011). An exploratory study into the complexity of relations between physics lecturers’ crafting of practice and students’ expectations of quality teaching. Instructional Science, 39(4), 513-526.
  • Main, R. G. (1992). Integrating the affective domain into the instructional design process. California State University, College of Communications. Brooks AFB, TX: Air Force Systems Command.
  • Malmivuori, M. L. (2001). The dynamics of affect, cognition, and social environment in the regulation of personal learning processes: The case of mathematics. University of Helsinki: Helsinki University Press.
  • Martin, B. L. (1989). A checklist for designing instruction in the affective domain. Educational Technology, 29, 7-15.
  • Martin, B. L. ve Briggs, L. J. (1986). The affective and cognitive domains: Integration for instruction and research. Englewood Cliffs: Educational Technology.
  • Martin, B. L. ve Reigeluth, C. M. (1992). Affective education and the affective domain: Implications for instructional-design theories and models. C. M. Reigeluth (Eds.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. II) içinde (ss. 485-511). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Martin, L. ve Mottet, T. P. (2011). The effect of instructor nonverbal immediacy behaviors and feedback sensitivity on Hispanic students’ affective learning outcomes in ninth-grade writing conferences. Communication Education, 60(1), 1-19.
  • Martin, M. M., Mottet, T. P. ve Myers, S. A. (2000). Students’ motives for communicating with their instructors and affective and cognitive learning. Psychological Reports, 87, 830-834.
  • McKenzie, E., Symonds, M. L., Fink, K. ve Tapps, T. (2017). Challenge activities for the physical education classroom: Affective learning outcomes. Strategies, 30(6), 39-44.
  • McLeod, D. (1992). Research on affect in mathematics education: A reconceptualization. D. Grouws (Eds.), Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics içinde (ss. 575–596). Toronto: MacMillan Publishing Company.
  • McNabb, J. G. (1997). Key affective behaviors of students as identified by a select group of secondary school teachers using the scans categories. Journal of Industrial Teacher Education, 34(4), 29-41.
  • Miller, M. (2005). Learning and teaching in the affective domain. M. Orey (Eds.), Ebook: Emerging perspectives on learning, teaching and technology içinde (section 2).
  • Mutambuki, J. M. (2014). Integrating nanotechnology into the undergraduate chemistry curriculum: The impact on students’ affective domain. Yayımlanmamış Doktora Tezi. ABD: Western Michigan Üniversitesi.
  • Olatunji, M. O. (2014). The affective domain of assessment in colleges and universities: Issues and implications. International Journal of Progressive Education, 10(1), 101-116.
  • Oppong, C. A. (2014). Cognitive and affective characteristics of history students of the university of cape coast. International Journal of Scientific and Research Publication, 4(10), 1-7.
  • Ornstein ve Hunkins, F. P. (2016). Curriculum: Foundations, principles, and issues. Boston: Pearson Education.
  • Osler, J. E. (2013). The Psychological efficacy of education as a Sscience through personal, professional, and contextual inquiry of the affective learning domain. Journal on Educational Psychology, 6(4), 36-41.
  • Payne, D. A. (1976). The assessment of affect: Nomothetic and idiographic. W. J. Gephart ve R. B. Ingle (Eds.), Evaluation in the affective domain içinde (ss. 61-115). Bloomington, IN: Phi Delta Kappan.
  • Pierre, E. ve Oughton, J. (2007). The affective domain: Undiscovered country. College Quarterly, 10(4), 1-7.
  • Pogue, L. L. ve Ahyun, K. (2006). The effect of teacher nonverbal immediacy and credibility on student motivation and affective learning. Communication Education, 55(3), 331-344.
  • Prescott, L. (2012). Life writing and life-learning: An analysis of creative writing students’ work. Studies in Continuing Education, 34(2), 145-157.
  • Puurula, A., Neill, S., Vasileiou, L., Husbands, C., Lang, P., Katz, Y. J., Romi, S. Menezes, I. ve Vriens, L. (2001). Teacher and student attitudes to affective education: A European collaborative research project. Compare: A Journal of Comparative and International Education, 31(2), 165-186.
  • Ramalingam, M., Kasilingam, G. ve Chinnavan, E. (2014). Assessment of learning domains to improve student's learning in higher education. Journal of Young Pharmacists, 6(1), 27.
  • Ricchezza, V. J. ve Vacher, H. L. (2017). Quantitative literacy in the affective domain: Computational geology students’ reactions to devlin’s the math instinct. Numeracy, 10(2), 11.
  • Richmond, V. P. ve McCroskey, J. C. (2012). Power in the classroom: Communication, control, and concern. Hillsdale, NJ: Lawrence Erlbaum.
  • Rivera, Y. S. (2010). Promoting motivation through mode of instruction: The relationship between use of affective teaching techniques and motivation to learn science. Yayımlanmamış Doktora Tezi. ABD: Lehigh Üniversitesi.
  • Roche, S. (2013). Promoting the affective domain within online education. Yayımlanmamış Doktora Tezi. ABD: Nova Southeastern Üniversitesi.
  • Rogers, G. D., Mey, A. ve Chan, P. C. (2017). Development of a phenomenologically derived method to assess affective learning in student journals following impactive educational experiences. Medical teacher, 39(12), 1250-1260.
  • Rogers, G. D., Mey, A., Chan, P. C., Lombard, M. ve Miller, F. (2018). Development and validation of the Griffith University affective learning scale (GUALS): A tool for assessing affective learning in health professional students’ reflective journals. MedEdPublish, 7(1), 2.
  • Romiszowski, A. J. (1981). Designing instructional systems. New York: Nichols Publishing Company.
  • Roper, L. (2014) Respecting and supporting students’ affective learning. Journal of College and Character, 15(1), 51-54.
  • Russell, J. A. (2003). Core affect and the psychological construction of emotion. Psychological review, 110(1), 145.
  • Savic, M. ve Kashef, M. (2013). Learning outcomes in affective domain within contemporary architectural curricula. International Journal of Technology and Design Education, 23(4), 987-1004.
  • Savickiene, I. (2010). Conception of learning outcomes in the Bloom's taxonomy affective domain. Quality of Higher Education, 7, 37-59.
  • Sharma, C. B., Pathak, A. ve Sinha, A. (2017). Unit-13: Affective and psychomotor learning and their organisation. https://www.egyankosh.ac.in/bitstream/123456789/8297/1/Unit-13.pdf (Erişim tarihi: 06.08.2020).
  • Shephard, K. (2008). Higher education for sustainability: Seeking affective learning outcomes. International Journal of Sustainability in Higher Education, 9(1), 87–98.
  • Shulman, L. S. (2002). Making differences: A table of learning. Change: The Magazine of Higher Learning, 34(6), 36-44.
  • Simpson, R. D. ve Troost, K. M. (1982). Influences on commitment to and learning of science among adolescent students. Science Education, 66, 763–781.
  • Singaravelu, G. (2010). A study on unheeded affective domain affects the affection on neighbourhood. Journal on Educational Psychology, 3(4), 38-42.
  • Smith, P. L. ve Ragan, T. J. (2005). Instructional design. NJ: John Wiley & Sons.
  • Snider, S. (2001). Cognitive and affective learning outcomes resulting from the use of behavioral objectives in teaching poetry. The Journal of Educational Research, 68(9), 333-338.
  • Sonnier, I. L. ve Wesselmann, D. M. (1984). How and why to teach in the affective domain and become a more effective teacher. Reading Improvement, 21(3), 220.
  • Sönmez, V. (2004). Program geliştirmede öğretmen elkitabı. Ankara: Anı Yayıncılık.
  • Sözer, E. (2003). Öğretimde planlama ve değerlendirme. M. Gültekin, (Eds.), Öğretimde amaçlar ve düzenlenmesi içinde (ss. 31-44). Eskişehir: Anadolu Üniversitesi Yayınları.
  • Syrjälä, A. M. H., Knuuttila, M. L. ve Syrjälä, L. K. (1990). Suitability of Krathwohl's affective taxonomy for evaluating patient attitudes to dental care. Community dentistry and Oral Epidemiology, 18(6), 299-303.
  • Şimşek, A. (2009). Öğretim tasarımı. Ankara: Nobel Yayın Dağıtım.
  • Taneri, P. O. (2017). The Viewpoints of instructors about the effects of teacher education programs on prospective teachers' affective characteristics. Eurasian Journal of Educational Research, 70, 105-120.
  • Taylor, L. D. (2014). The affective domain in nursing education: Educators' perspectives. Theses and Dissertations. Paper 484. University of Wisconsin-Milwaukee.
  • Tennyson, R. D. Ve Nielsen, M. (1998). Complexity theory: Inclusion of the affective domain in an interactive learning model for instructional design. Educational Technology, 38(6), 7-12.
  • Tharp, D., Gould, A. ve Potter, R. (2010). Leveraging affective learning for developing future airmen. Maxwell Air Force Base, Ala.: Air University Press.
  • Theall, M. ve Graham, D. D. (2017). Using John M. Keller's MVP model in teaching professional values and behaviors. New Directions for Teaching and Learning, 152, 53-66.
  • Thies, T. T. (2014). Affective learning experiences influence positive interactions with anxiety: comprehensive musicianship with seventh grade jazz students. Yayımlanmamış Doktora Tezi. ABD: Iowa Üniversitesi.
  • Ugur, H., Constantinescu, P.M. ve Stevens, M.J. (2015). Self-awareness and personal growth: Theory and application of Bloom’s Taxonomy. Eurasian Journal of Educational Research, 60, 89-110.
  • Umakalu, C. P. (2017). Teachers’ competencies in assessing students’ affective outcome in secondary school mathematics. Yayımlanmamış Doktora Tezi. Nijerya: Nigeria Üniversitesi.
  • Utley, R. (2010). Theory and research for academic nurse educators: Application to practice. Ontario: Jones & Bartlett Learning.
  • Van der Berg, L. S. ve Walker, S. L. (2014). Assessing level of affective learning of undergraduate nursing students at a university in the Western Cape regarding rendering prevention of mother-to-child transmission services: Teaching and learning. African Journal for Physical Health Education, 154-165.
  • VandenBos, G. R. (2015). APA dictionary of psychology. Washington, DC: American Psychological Association.
  • Vidmar, D. J. (1998). Affective change: Integrating pre-sessions in the students’ classroom prior to library instruction. Reference Services Review, 26(3/4), 75-95.
  • Vinson, C. (2009) Learning domains and delivery of instruction. http://chettourhorizonsforteaching.blogspot.com/2009/05/learning-domains-and-delivery-of.html. (Erişim tarihi: 11.11.2018).
  • Wadhwa, S., Barlow, A. ve Jadeja, S. (2015). Ascertaining affective domain in engineering: A new learning concept. ASME 2015 International Mechanical Engineering Congress and Exposition içinde (ss. V005T05A005-V005T05A005). American Society of Mechanical Engineers.
  • Wang, C. C. (2007). A case study of a positive psychology approach in an affective education elementary school course. Yayımlanmamış Doktora Tezi. ABD: University of Northern Colorado.
  • Watts, M. ve Alsop, S. (1997). A feeling for learning: modelling affective learning in school science. The Curriculum Journal, 8(3), 351-365.
  • Weber, K., Martin, M. M. ve Myers, S. A. (2011). The development and testing of the instructional beliefs model. Communication Education, 60(1), 51-74.
  • Welter, P. R. ve Hudson III, W. R. (1970). The assessment of affective learning in counseling groups utilizing the taxonomy of educational objectives: Affective domain. SPATE: Journal of Student Personnel Association for Teacher Education, 8(2), 37-51.
  • Wirth, K. R. ve Perkins, D. (2008). Learning to learn. Paper presented at the Scholarship of Teaching and Learning Conference, Northfield, MN. http://www.macalester.edu/geology/wirth/CourseMaterials.html. (Erişim tarihi: 12.12.2020).
  • Woodford, R. C. (1979). The importance of the affective domain in the education of physical educators. Quest, 31(2), 285-293.
  • Yanofsky, S. D. ve Nyquist, J. G. (2010). Using the affective domain to enhance teaching of the acgme competencies in anesthesiology training. The journal of Education in Perioperative Medicine: JEPM, 12(1), E055.
  • Yeşilyurt, E. (2016). Toplumsal sorunların çözümüne katkısı ve karşılaşılan engeller açısından duyuşsal alanın değerlendirilmesi. Kalem Eğitim ve İnsan Bilimleri Dergisi, 6(1), 237-308.
  • Zaghloul, A. R. M. (2001). Assessment of lab work: A three-domain model; cognitive, affective, and psychomotor. ASEE Annual Conference & Exposition. June 24-27.
  • Zeidner, M., Matthews, G. ve Roberts, R. D. (2012). What we know about emotional intelligence: How it affects learning, work, relationships, and our mental health. MA: MIT press.
Toplam 123 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Derleme Makalesi
Yazarlar

İbrahim Karagöl 0000-0002-7005-7710

Oktay Cem Adıgüzel 0000-0002-7985-4871

Yayımlanma Tarihi 30 Nisan 2022
Yayımlandığı Sayı Yıl 2022

Kaynak Göster

APA Karagöl, İ., & Adıgüzel, O. C. (2022). Duyuşsal Alan ve Duyuşsal Alan Taksonomileri. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 6(2), 217-240. https://doi.org/10.34056/aujef.999650
AMA Karagöl İ, Adıgüzel OC. Duyuşsal Alan ve Duyuşsal Alan Taksonomileri. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. Nisan 2022;6(2):217-240. doi:10.34056/aujef.999650
Chicago Karagöl, İbrahim, ve Oktay Cem Adıgüzel. “Duyuşsal Alan Ve Duyuşsal Alan Taksonomileri”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 6, sy. 2 (Nisan 2022): 217-40. https://doi.org/10.34056/aujef.999650.
EndNote Karagöl İ, Adıgüzel OC (01 Nisan 2022) Duyuşsal Alan ve Duyuşsal Alan Taksonomileri. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 6 2 217–240.
IEEE İ. Karagöl ve O. C. Adıgüzel, “Duyuşsal Alan ve Duyuşsal Alan Taksonomileri”, Anadolu Üniversitesi Eğitim Fakültesi Dergisi, c. 6, sy. 2, ss. 217–240, 2022, doi: 10.34056/aujef.999650.
ISNAD Karagöl, İbrahim - Adıgüzel, Oktay Cem. “Duyuşsal Alan Ve Duyuşsal Alan Taksonomileri”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 6/2 (Nisan 2022), 217-240. https://doi.org/10.34056/aujef.999650.
JAMA Karagöl İ, Adıgüzel OC. Duyuşsal Alan ve Duyuşsal Alan Taksonomileri. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. 2022;6:217–240.
MLA Karagöl, İbrahim ve Oktay Cem Adıgüzel. “Duyuşsal Alan Ve Duyuşsal Alan Taksonomileri”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, c. 6, sy. 2, 2022, ss. 217-40, doi:10.34056/aujef.999650.
Vancouver Karagöl İ, Adıgüzel OC. Duyuşsal Alan ve Duyuşsal Alan Taksonomileri. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. 2022;6(2):217-40.

Eğitim Fakültesi Dergisi - Anadolu Üniversitesi Eğitim Fakültesi

Tel: +90 222 335 05 79          Faks: +90 222 335 05 73          E-posta: aujef@anadolu.edu.tr

İnternet Adresi: dergipark.org.tr/tr/pub/aujef

ZZPdzvlpK9r_Df9C3M7j1rNRi7hhHRvPhlklJ3lfi5jk86Jd1s0Y5wcQ1QgbVaAP5Q=w300-rw  32GbAQWrubLZX4mVPClpLN0fRbAd3ru5BefccDAj7nKD8vz-_NzJ1ph_4WMYNefp3A=w300-rw  aYbdIM1abwyVSUZLDKoE0CDZGRhlkpsaPOg9tNnBktUQYsXflwknnOn2Ge1Yr7rImGk=w300-rw


by-nc-sa.png

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.