Affect and Meeting the Needs of the Gifted Chemistry Learner: Providing Intellectual Challenge to Engage Students in Enjoyable Learning - Affective Dimensions in Chemistry Education - page 141

Fig. 2 The development of a system of values (in the affective domain) may motivate conceptual
and metacognitive development

particular values take priority in particular contexts. A strongly developed system
of values, including acceptance of the importance of scientific values in inquiring
into the natural world, and a high level of metacognitive monitoring and control
may be especially important when a learner is faced with science teaching incon-
sistent with their, and their peers , current conceptions in a topic (see the discussion

in Chapter “Meeting Educational Objectives in the Affective and Cognitive
Domains: Personal and Social Constructivist Perspectives on Enjoyment, Motiva-
tion and Learning Chemistry”) and can potentially support the teacher

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s aim of

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bringing about desired conceptual change.
Developing metacognitive skills (just as with other areas of learning) depends
upon learners being offered suitable challenges in their learning and so requires
support from teachers (Postholm, 2010 ). Learners must be given opportunities to
exercise substantive choices in their learning and then to monitor the effects of their
decisions, if they are to practise and enhance their metacognitive skills and become
self-regulated learners. Building some elements of choice into classroom activities
offers opportunities for learners to make decisions and reflect upon the outcomes of