Publication Info
Type Inproceedings
Year 2015
Venue Paper presented at the Association of Private Schools Society in Turkey. Kaya Plazzo Hotel, Antalya, Turkey. January 28 - 31, 2015.
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Inproceedings

Affective factors and instructional interactivity in education

Kahveci M

2015 — Paper presented at the Association of Private Schools Society in Turkey. Kaya Plazzo Hotel, Antalya, Turkey. January 28 - 31, 2015.

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Citation (APA)

Kahveci M (2015). Affective factors and instructional interactivity in education. Paper presented at the Association of Private Schools Society in Turkey. Kaya Plazzo Hotel, Antalya, Turkey. January 28 - 31, 2015.

Abstract

This seminar explores the critical relationship between affective and cognitive domains in education, framed within Dual-Process Theories. It argues that education's prioritization of the cognitive domain (e.g., objective problem-solving) often fails to support students with low motivation or interest, who require specific instructional support. This issue is compounded by a significant gender gap, with female students less frequently choosing science and engineering fields.

The presentation discusses Dual-Process Theories, which posit that the affective domain operates quickly and influences the slower cognitive domain. Consequently, the importance of interactive learning is highlighted. The abstract suggests that interactive learning can be delivered individually using educational technology. Specifically, the potential benefits of online systems like Derspektif are examined, focusing on their ability to provide both mental and positive emotional experiences for students.

BibTeX

@inproceedings{w, title = {Affective factors and instructional interactivity in education}, author = {Kahveci M}, year = {2015}, booktitle = {Paper presented at the Association of Private Schools Society in Turkey. Kaya Plazzo Hotel, Antalya, Turkey. January 28 - 31, 2015.}, abstract = {This seminar explores the critical relationship between **affective and cognitive domains** in education, framed within **Dual-Process Theories**. It argues that education's prioritization of the cognitive domain (e.g., objective problem-solving) often fails to support students with low **motivation or interest**, who require specific instructional support. This issue is compounded by a significant **gender gap**, with female students less frequently choosing science and engineering fields. The presentation discusses Dual-Process Theories, which posit that the affective domain operates quickly and influences the slower cognitive domain. Consequently, the importance of **interactive learning** is highlighted. The abstract suggests that interactive learning can be delivered individually using educational technology. Specifically, the potential benefits of online systems like **Derspektif** are examined, focusing on their ability to provide both mental and **positive emotional experiences** for students.} }