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Objective setting and evaluation for learning in the affective domain are often neglected in educational programs, largely because affective learning is a poorly understood phenomenon. This is particularly problematic in nonformal science education facilities, which are uniquely suited to facilitate affective learning. To address this problem, a heuristic model of affective learning in nonformal educational facilities was developed. The model, referred to as the Meredith Model, displays a sequence of events occurring in the affective responses of learners in nonformal educational experiences and identifies factors which may influence individual events within this sequence. The model is proposed as a conceptual framework for gaining an increased understanding of affective learning and for making recommendations for practice of nonformal science education and for further research.

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When questioned regarding their sources of environmental information, many people cite television as the major contributor. Recent research has in fact identified a relationship between scores on aquatic information tests and the reported number of Cousteau documentaries seen on television. This study assesses the knowledge and attitude changes resulting from home viewing of a Cousteau Society documentary on marine mammals and compares these changes with those resulting from a science teacher's presentation of the documentary's script. A pretest‐posttest‐delayed posttest comparison group design utilized an instrument based on specific program content. Results indicate that comparable presentations in either medium can result in increased and retainable knowledge. Attitude changes were apparent in the television treated group but not among those receiving classroom treatment.

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