Teaching and learning physics using technology: Making a case for the affective domain

Even though its importance is underscored in many research pursuits, to the affective domain in learning is often at the expense of the cognitive development of students science, in particular physics. In this paper we propose a , the pedagogical technological integrated medium (PTIM) founded on the TPACK model, that builds on the existing of pedagogy, content and technology to make space for affective domain where these three premises intersect with other. We operationalize the PTIM framework through a -loop model that explores the affective dimension as an overarching for interaction among learners, teachers and parents a series of stages encompassing home tasks, as well as and out-of-school activities. Within the qualitative paradigm, substantiate from two case studies, an exploratory and an one in two different schools, that a succinct synchronisation these various interactive elements promotes knowledge springing from the affective domain in terms of motivation, and values and also from their inter-relationships.