This is a unique resource for those wishing to address the affective domain as they research and solve problems in chemistry education. Contributions by world-leading experts cover both fundamental considerations and practical case studies. This work fills a gap in the literature of chemistry education, which so far has focussed mainly on the cognitive domain. The affective domain refers to feelings-based constructs such as attitudes, values, beliefs, opinions, emotions, interests, motivation, and a degree of acceptance or rejection. It can affect students' interest in science topics and their motivation to persevere in learning science concepts.

Meeting educational objectives in the affective and cognitive domains: Personal and social constructivist perspectives on enjoyment, motivation and learning chemistry

Evaluating the Affective Dimension in Chemistry Education
Getting involved: Context- based learning in chemistry education
Gender Perspective on Affective Dimensions of Chemistry Learning
Intuitions about Science, Technology and Nature - A Fruitful Approach to Understand Judgments about Socio-Scientific Issues
Implementing Inquiry-based Science Education to Foster Emotional Engagement of Special Needs Students
Affect and meeting the needs of the gifted chemistry learner: providing intellectual challenge to engage students in enjoyable learning
It's the situation that matters - Affective involvement in context-oriented learning tasks
Gathering psychometric evidence for ASCIV2 to support cross-cultural attitudinal studies for college chemistry programs
Secondary School Students' Chemistry Self-Efficacy: Its Importance, Measurement, and Sources
Second Year College Students' Scientific Attitudes and Creative Thinking Ability: Influence of a Problem-Based Learning (PBL) Chemistry Laboratory Course
Neuroscience Engagement: The Influences of Chemistry Education on Affective Dimensions
Evaluating Drawings to Explore Chemistry Teachers` Pedagogical Attitudes
Chemistry Teachers` Attitudes and Needs when Dealing with Linguistic Heterogeneity in the Classroom
Majors' Gender-Based Affective States toward Learning Physical Chemistry.<br />