An analysis of the realization rate of affective objectives of science and technology curriculum

By the help of science education not only cognitive learning but affective learning is also contributed. To be able to gain the qualities in a field, an individual should be interested in that field, consider that field practical and not have any negative attitudes to it. When the researches examined, it seems that the activities to achieve cognitive objectives were emphasized but affective and psychomotor domains were neglected. The science teaching curriculum has recently been reorganized and the name of the course was changed as ?Science and Technology?. Besides, in the curriculum of the science and technology course the activities concerning skill, understanding, attitude and values were designed. Considering the relationship between the cognitive and affective learning, the importance of the affective objectives could be recognized. Depending on this purpose, in this study it is aimed to determine what kind of activities the teachers do and the realization rate of the affective objectives of science and technology curriculum in order to evaluate the affective learning. For the sample students ?scientific attitude scale?, ?academic identity scale? were be used. After the survey, the gathered data analyzed using SPSS (Statistical Packet for Social Sciences).