Evaluation of Affective Behaviors of High School Science Students

American education has been in a constant state of change during the last half-century. Some of the changes in science education are being questioned by the critics. Some of the criticism has come about because of the emphasis on subject matter content and very little emphasis, if any at all, on values. Science education must be part of the movement to a more humanistic education for young people. One method that teachers can use to help determine the direction of science education is to try and teach for and measure the affective behavior of their students. This paper is a brief summary of a study that was conducted to answer the following question: How does the affective behavior of high school science students differ and change during a semester as measured with an affective domain instrument