Abstract
M.Ed. (Didactic Education, Biology)
The aim of this study is to throw light on the importance of
the affective domain in the teaching of Biology. In our
present science-technology-society-era the emphasis will first
fallon the affective domain to an ever-increasing degree, and
second on the cognitive domain. The formative value of Biology
as subject will be highlighted, and some of the teaching
strategies which can lead to the realisation of the affective,
will be investigated. In summary one can state that the insufficient interest and
negative inclinations of pupils regarding the subject is the
result of an incorrect teaching strategy like the conventional
textbook approach to the subject. This contributes
par-excellence to the lecture-demonstration instruction
method. The child is not addressed by the learning content;
he is not intrinsically motivated and will not easily cultivate
a love for the subject. Being a teacher means that you
must sell your subject, you must strip the child of his 20th
century bluntness. The Biology teacher must constantly lead
his pupils to a sense of wonder. Green (1971:201) justly
states: "To cease to wonder is to cease to be man."
A heuristic, problem centred, holistic and environmental
approach to the subject, out of necessity causes the affective
to be an important component of the teaching and
learning situation.