Proceedings of the 7th International Conference on Modern Research in Education, Teaching and Learning
Year: 2024
DOI:
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Learning in the Affective Domain in PBL
Ai Poh Loh, Prof.Kalevi Ekman
ABSTRACT:
Learning outcomes in the affective domain has been proposed by Bloom and his committee since the 1960s. However, there has been limited progress in its developments over the years. With diverse pedagogies now available with learning opportunities expanding beyond the cognitive domain, we propose to revisit the learning outcomes in the affective domain. This paper specifically examines this in the context of problem-based learning (PBL). We first explore the learning opportunities in PBL, with reference made to the existing Bloom’s taxonomy in the affective domain. We argue that PBL is a pedagogy that has the potential to deliver on several psychological constructs such as awareness of self and context of the given problem, relatedness, efficacy, regulation and autonomy. This leads to a reframing of the original Bloom’s taxonomy in the affective domain. The proposed reframing broadens the scope of the existing taxonomy and aligns it with the nature of the affective domain as it relates to attitudes and attributes of the self. It is also argued that learning in the affective domain is progressively becoming more important in this ever-increasing complex world. Consequently, this proposal offers a framework for educators to re-consider and re-organize their teaching strategies to deliver learning outcomes which complement learning in the cognitive domain in this dynamic educational landscape.
keywords: affective; Bloom; cognitive; problem-based; taxonomy