http://serc.carleton.edu/earthandmind/posts/conation.html#discussion http://serc.carleton.edu/earthandmind/posts/conation.html#post3560
It seems to me that in Earth Science education, the idea of conative learning goals goes beyond striving to act or behave responsibly and effectively in one's learning or research. There are also conative learning goals that have to do with how the student or graduate strives to act or behave in life out of school.

Take global climate change as an example:
* a COGNITIVE learning outcome would be that students are able to explain how the presence of greenhouse gases in the atmosphere causes warming of the atmosphere.
* an AFFECTIVE learning outcome would be that students feel concern about the impact of global climate change on humans and other species.
* a CONATIVE learning outcome would be that students strive to reduce the carbon footprint of their households.

Kim
]]> Kim Kastens 1251683400 http://serc.carleton.edu/earthandmind/posts/conation.html#post3560 http://serc.carleton.edu/earthandmind/posts/conation.html#post3576 http://community.flexiblelearning.net.au/GlobalPerspectives/content/article_6369.htm). The author is Marie Jasinski, of "The Australian Flexible Learning Community," and the presentation is targeted to educators.

As examples of conation, she includes quotes from:
* Winston Churchill
* The Little Engine that Could
* "Bob The Builder"
* Tom Reeves, mentioned in my previous comment. ]]> Kim Kastens 1254067020 http://serc.carleton.edu/earthandmind/posts/conation.html#post3576