Abstract

The purpose of this study was to identify the components of a framework for affective education implementation based on a positive psychology approach. A fifth grade class of 31 students in a public rural elementary school in Taiwan participated in a 13-week long affective education course that consisted of six units: Self-discovery, Love and Gratitude, Empathy, Emotions, Optimism, and Hope. Storytelling and interdisciplinary instruction were utilized as two primary teaching strategies. Constructivist grounded theory case study was used as a qualitative methodological approach and four data sources including participant observations, field notes, artifacts, and self-assessment were collected. A framework for affective education implementation that emerged from the data consisted of three levels: the classroom in/out level, the school/family level, and the society/culture level. Findings on the components of a framework for affective education implementation are presented and discussed.

Citation

Wang, C.C. & Ku, H.Y. (2010). A Case Study of an Affective Education Course in Taiwan. Educational Technology Research and Development, 58(5), 613-628. Retrieved August 12, 2024 from https://www.learntechlib.org/p/167189/.

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Keywords

• Affective Behavior
• case studies
• Constructivism (Learning)
• Curriculum Implementation
• Emotional Development
• Empathy
• Foreign Countries
• Grade 5
• grounded theory
• Humanistic Education
• Interdisciplinary Approach
• Psychoeducational Methods
• Psychological Patterns
• Rural Schools
• Story Telling
• teaching methods