Date(s) - 23/02/2017 - 24/02/2017
SHSU - The Woodlands Center Campus
Over the last 30 years, a growing body of neuroscience, psychoanalysis, behavioral psychology, cross-cultural psychology, and evolutionary psychology literature demonstrates the importance of a learner’s Affective domain (Krashen, 1981, 1982; Lewis & Haviland-Jones, 2004; Nesse, 1997; Norton Peirce, 1995; Oatley, 1992). Goleman’s (1997) research indicates that the Affective domain or “emotional” intelligence is a better indicator of success than intellectual ability. Duncan (2009) shows the Affective domain is key to both performative (psychomotor) and knowledge (cognitive) growth. Several researchers (Simonson & Maushak 2001, Pierre & Oughton, 2007) report a dearth in educational research on the Affective domains with less than 5% all instructional research since 1979 exploring attitudinal domains as a major focus of the study. Additionally, existent studies contain flaws in construct definition, measurement practices and document development, and attitude tracking (Miller, 2005). The purpose of this phenomenological query is to understand educator’s process involved in changing perceptions, attitudes, values concerning Affective domain training. Researchers solicited interviewee’s from conference participants participating in an Affective domain training session at the TexTESOL State and Region IV TESOL conferences to gather and analyze qualitative data on ESOL educator perception, attitude, and value changes related to and involved in the use of Bloom’s Affective domain. Researchers found that use of the Bloom’s Affective domain helps to lower the Affective Filter while increasing cognitive aspects of learning.
Keywords: affective domain, perceptual changes, attitudinal changes, value changes, esol