Abstract
The study addressed a cognitive-affective gap in the textual content of a primary
English curriculum. The research design was qualitative in nature. In the first part
of the study, document analysis of the textbooks from grades1-5 was done to prove
that empathetic and pro-social themes were under represented in them. The second
part of the study was an intervention in which teachers were apprised to highlight
empathetic and pro social themes in texts and teach them. The third part of the
study noticed if the use of cognitive-affective texts raised awareness among students
about the said themes and significantly affected their interest in academic work.
The findings from document analysis, observations and interviews indicated that
empathetic and pro-social themes were under represented in the textual content. The
observations of integrated cognitive-affective lessons brought forth a significant
increase in student interest in academic work and raised awareness about the
stated themes. This was also authenticated by teachers and students in focused
group interviews. The study was significant in terms of raising the importance of
the stated skills at the primary level and prove that cognitive-affective use of textual
content in schools could raise awareness about affective skills and prepare helpful
and caring individuals for the society
Fatima Dar. (2018) Using Texts to Teach Cognitive-Affective Curriculum, Journal of Education and Educational Development, volume 5, 5.2.
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