Five perspectives are identified for viewing inquiry: "Guiding Principles: (for example the antecedent-consequent principle), Inquiry Factors or logical steps in inquiry, Behavioral Objectives, Affective or Attitudinal Qualities, and Inquiry into Inquiry. Many components of these perspectives are enumerated, together with related student…

Two sections of a reading methods course were selected to determine the effect of affective and cognitive treatment sessions upon the attitude and performance of preservice teachers. School children with reading problems were tutored by the preservice teachers, and the children's attitudes and reading abilities were tested. The pre- and post-test…

Written in a format intended to aid educators in writing behavioral objectives, this guide first identifies four variables an acceptable objective must have--institutional, behavioral, instructional and evaluative. After defining the variables, the reader is asked to identify them in a selection of objectives and/or to identify the elements that…

Many teachers attempt to ignore value questions in the social studies classroom, emphasizing intellectual development alone. Through actions and selection of topics and materials, however, a teacher suggests that he believes in certain ideas and events and, therefore, teaches values. The key issue here is not whether values should be taught, but…

What are behavioral objectives? Why write and use behavioral objectives? Where do behavioral objectives come from? These three questions are answered in some detail in this paper; lists of selected references and resources and an annotated bibliography of "how-to" books accompany the text which summarizes much of the research dealing with…

Behavioral objectives are discussed in relation to second language learning. They are broken down into cognitive and affective objectives, and difficulties in setting such objectives are discussed. (RM)

Discusses objectives of teachers of a college level psychology course dealing with group dynamics. A major problem encountered in teaching a group dynamics course in an academic setting is creating a balance between cognitive/intellectual and affective/personal learning. (Author/DB)

Describes a framework for science education programs that illustrates the interpenetration of affective experiences with the corresponding subject matter. Cognitive objectives are related to affective activities for personalizing and extending learning, and a daily journal is suggested as a means for identifying progress. (MLH)

Children were shown television sequences depicting black and white children teaching" concepts, to test whether concepts would be learned and whether social preferences would change; the children learned the concepts but preferred companions of their own color both before and after viewing. (SP)

Several suggestions to provide for follow-on training, enrichment, or remedy which will extend or reinforce what is learned in the classroom, seminar or workshop. (RB)

Describes how expanding the geography curriculum so that it deals with cognitive and affective outcomes in a confluent manner can make geography lessons more interesting to teachers and students. An inquiry lesson on petroleum is presented as an example. (Author/DB)

An achievement training program based on observation of personal characteristics of high achievers is described; responsibility for performance is borne by the participant/student. (JMF)

Presented are five arguments for implementing the affective objective of "develop a good attitude toward learning and teaching science" for preservice science teachers. (SL)

Three tentative conclusions are drawn: personality factors of black students are perceived differently by different groups in sample, styles of perception exist, and that if education is to be void of excessive conflicts, affective objectives must be dealt with. (Author/AM)

Videotape simulation, at the basic level, is any simulation experience in which videotape is used to provide feedback to the participants. This is an especially effective method of conducting leadership training because it allows each individual to integrate the cognitive, behavioral, and effective levels of learning within any of a variety of…