Linking the experiential, affective and cognitive domains in biology education: a case study–microscopy

Abstract

A greater emphasis in school curricula on the technology of science would encourage teachers to engage their students more in practical work. This in turn might be expected to improve students’ attitudes towards science and enhance cognitive outcomes. The paper presents findings from a study on first-year university students’ school experience of, attitudes towards, and knowledge of, microscopy. The findings reinforce the general expectations alluded to above. They also draw attention to the importance of the lower secondary science experience–often a suboptimal one owing to a poor resource base–to the formation of student attitudes and cognitive development with respect to science. © 2016 Royal Society of Biology.