Abstract

Due to the historic separation of cognition and emotion, the affective aspects of learning are often seen as trivial in comparison to the more ‘essential’ cognitive qualities—particularly in science. We are taught that science should objectively scrutinize the world in search of answers, and science educators have been taught to look to scientists to guide their teaching of content and processes.2 As a result, science pedagogy characteristically instructs students to step back from objects and events in order to dispassionately observe and analyze them. In an attempt to guide students towards thinking like scientists, the process of scientific inquiry is typically the focus in science. What is left out, of course ..