MODEL OF AFFECTIVE LEARNING FOR NONFORMAL SCIENCE-EDUCATION FACILITIES

Objective setting and evaluation for learning in the affective domain are often neglected in educational programs, largely because affective learning is a poorly understood phenomenon. This is particularly prob lematic in nonformal science education facilities, which are uniquely suited to facilitate affective learning. To address this problem, a he uristic model of affective learning in nonformal educational facilitie s was developed. The model, referred to as the Meredith Model, display s a sequence of events occurring in the affective responses of learner s in nonformal educational experiences and identifies factors which ma y influence individual events within this sequence. The model is propo sed as a conceptual framework for gaining an increased understanding o f affective learning and for making recommendations for practice of no nformal science education and for further research.