A Reflection on the Necessity of Integrating the Cognitive and Affective Dimensions of Learning in Basic Science Education

Keshavarz, Elahe

Volume 20, Issue 3 (Autumn 2025) jmed 2025, 20(3): 1328-1330 | Back to browse issues page

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Keshavarz E. A Reflection on the Necessity of Integrating the Cognitive and Affective Dimensions of Learning in Basic Science Education. jmed 2025; 20 (3) :1328-1330
URL: http://jmed.ssu.ac.ir/article-1-1600-en.html

A Reflection on the Necessity of Integrating the Cognitive and Affective Dimensions of Learning in Basic Science Education

Elahe Keshavarz ^*

Farhangian University , keshavarz84@yahoo.com

Abstract: (29 Views)

Conceptual change models of learning are very significant in educational research (1). Despite the importance of cognitive structures of conceptual change, a cold or overly rational model of conceptual change that focuses only on students' cognition can be an obstacle to conceptual change (2). Although in the scientific community, the content of knowledge is often determined by cognitive and empirical factors; however, in terms of conceptual change, the classroom usually does not operate in the way of the scientific community in such a way that the actual content of the theories and models of learning of learners is influenced by motivational, personal and social factors. This is based on the analysis that students' motivational beliefs and the classroom context affect their conceptual change process. Therefore, for research in basic medical science education, it is necessary to use approaches to affective research that seek to understand the complexity of the main reason for student learning, and only in this case, the process of conceptual change of knowledge subjects will face a dramatic transformation.

Keywords: Cognitive, Basic medical science, Affection, Learning

Full-Text [PDF 931 kb] (17 Downloads)

Type of Study: letter to editor | Subject: Medical Education
Received: 2025/11/6 | Accepted: 2025/11/15 | Published: 2025/12/21