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Affective Domain and Affective Domain Taxonomies

Yıl 2022, Cilt: 6 Sayı: 2, 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

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Duyuşsal Alan ve Duyuşsal Alan Taksonomileri

Yıl 2022, Cilt: 6 Sayı: 2, 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.
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  • Yeşilyurt, E. (2016). Toplumsal sorunların çözümüne katkısı ve karşılaşılan engeller açısından duyuşsal alanın değerlendirilmesi. Kalem Eğitim ve İnsan Bilimleri Dergisi, 6(1), 237-308.
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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 Cilt: 6 Sayı: 2

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.

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