Using Student Journals to Stimulate Authentic Learning: Balancing Bloom's Cognitive and Affective Domains

Autor/inn/en	Bolin, Aaron U.; Khramtsova, Irina; Saarnio, David
Titel	Using Student Journals to Stimulate Authentic Learning: Balancing Bloom's Cognitive and Affective Domains
Quelle	In: Teaching of Psychology, 32 (2005) 3, S.154-159 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1207/s15328023top3203_3
Schlagwörter	Educational Objectives; Student Evaluation; Student Journals; Cognitive Objectives + Suchen Sie Ihr Suchwort? Educational objective; Bildungsziel; Erziehungsziel; Schulnote; Studentische Bewertung; Studentenzeitung; Kognitives Lernziel
Abstract	Bloom (1956) pioneered the measurement of learning outcomes with a taxonomy of educational objectives, but educators often ignore affective learning objectives and focus on attaining cognitive objectives. This study examined student journals as a way to correct the overemphasis on cognitive objectives. Results suggested that course expectations and affective journal outcomes were important correlates of student evaluations of course outcomes even after controlling for the instructor, student gender, and student achievement. These findings have important implications for the use of student journals and for interventions aimed at increasing student evaluations of course outcomes. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 (Toll Free); e-mail: journals@erlbaum.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10