This article presents a theoretical framework integrating affective theories and sociological justice in science education, suggesting urgent policy reforms.
This article addresses the theoretical gap arising from the lack of integration between microlevel psychological affective theories and macrolevel sociological justice frameworks in science education. Pekrun’s control-value theory is synthesised with the sociocultural approaches of Valenzuela and Gay. The findings reveal that the concept of “honour” functions as the missing affective catalyst bridging individual cognitive appraisals and macrosocietal realities. Conclusively, the study presents a novel theoretical framework advocated for life-integrated holistic science learning, explicitly rejecting mere cognitive knowledge transmission. It is recommended that educational policies and pedagogical practices be urgently restructured around this transformative, holistic framework that actively honours student identity.
No takes yet. Share an insight, caveat, or question.
Muhammet Fatih Doğan (2026) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: