This paper establishes a system for considering the affective domain while teaching science. The author presents a detailed matrix that integrates affective behaviors with scientific activities, scientific events and scientific inquiry. There is great detail in breaking science down, not into topics but into ideas about how science is done and general concepts of the scientific method. There are several examples of how various statements fit into the matrix. For example, the statement, “a student enjoys the challenge of formulating a theory to explain observations” shows the affective behavior of “satisfaction in responding to information” and also pertains to “the process of scientific inquiry.” There are not specific examples or recommendations about how to use this system. The paper only presents the structure itself.
