A pedagogical model for teaching scientific domain knowledge
Barry Kort, Richard B. Reilly · 2003
Numerous research studies support the claim that affect plays a critical role in decision-making and performance as it influences cognitive processes. Despite this body of research there is insufficient theory within educational pedagogy to recognize and address the role and function of affect. The innovative models and theories that have been proposed to facilitate advancement in the field of educational pedagogy tend to focus on cognitive factors. Consequently, affective cues, which have a significant role, are often misinterpreted or ignored. We propose several new models for framing a dialogue leading to new insights and innovations that incorporate theories of affect into educational pedagogy.