Abstract
This paper is based on findings from a three year collaborative action research project on classroom teaching and learning. The research, which involved 33 teachers, over two thousand students from six schools, and the authors, centred on exploring how various features of the classroom context influence teaching and learning processes. We interpret project findings as indicating the importance of balance between cognition and affect for effective teaching and learning. We advance the notion of challenge as a way of conceptualising this balance. Challenge comprises a cognitive/metacognitivedemand component and an affectiveinterest component. Nine major features of a teaching/learning event were found to interact to influence these cognitive and affective components of challenge.
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Specializations: Collaborative research on science teaching and learning; staff development and school improvement; quality of science education.
Specializations: Learning and teaching science; pre-service teacher education.
Specializations: teacher development in science education; technology education.
Specializations: Science and teachnology curriculum, environmental education, educational disadvantage.
Specializations: learning theory, probing of understanding, conceptual change.
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Baird, J.R., Gunstone, R.F., Penna, C. et al. Researching balance between cognition and affect in science teaching and learning. Research in Science Education 20, 11–20 (1990). https://doi.org/10.1007/BF02620475
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DOI: https://doi.org/10.1007/BF02620475