Theory Of Experiential Education Research Articles

Enacting everyday democratic pedagogies in a birth-five early years setting

AbstractThe Australian Early Years’ Learning Framework aspires to put democratic participation at the centre of policy and practice by positioning children and families as able, and children as contributing citizens from birth. Examination of current pedagogical efforts to achieve this aspiration are needed to expand knowledge of the supports and challenges experienced in positioning early childhood education settings as democratic learning spaces. This paper contributes to this endeavour by exploring the participatory pedagogies exercised by adults and children to re-imagine mealtimes in an Australian birth-five setting. The research employed relevant aspects of Dewey’s experiential education theory, case study and multiple perspectives to provide a holistic view of participants’ various lived experiences. The paper critically examines elements within early childhood educators’ professional identities and discourses that enabled and constrained one setting’s reimagining and transformation of their micro-everyday practice of mealtime. Findings demonstrated how bringing multiple perspectives into dialogue was significant to participants’ journey in prioritising democracy in mealtime experiences. This research also highlights the importance of recognising the pedagogical role of the physical environment, and the leveraging of positional leadership.

SATISFACTORY LEVELS ON PLANNED FITNESS PROGRAMME AMONG ADULTS CLARITY EMPLOYEES

The Satisfactory levels perceived and experiences from one planned fitness programme Fat to Fit- Just Do. It was for a group of clarity employees and adopted instrument’s reliability was r = .965. Its’ consisted of 8 dimensions: General Satisfaction, Treatment to Participants, Personal Skills of Participants, Instructors’ Presentation Skills, Instructors’ Effectiveness, Skill Acquisition, and Teamwork among Instructors with several items in each dimension. Participants were volunteer basis and had undergone one planned theory and practices session within one and the half day programme. The programme was fruitful which covered of fitness test, evaluation, dietarily and nutrition measurement among participants. Resulted descriptively showed highly satisfactory level achieved among 33 (Males = 8., Females = 25). Perhaps, experiential education theory based on outcome of this study showed all dimensions were undoubtfully at satisfied or very satisfied level (45% and 52% respectively). In addition, the study had justified those dimensions were gone through non parametric systematic with Kruskal Willis statistical method analysed by Friedman test ranked the most satisfied and to the least satisfied with mean rank from Instructor Presentation (4.75,1)., Instructor’ Effectiveness (4.55,2)., Personal Skill (4.50,3)., Teamwork of Instructor (4.45, 4)., Treatment to Participants (4.32, 5)., Skill Acquisition (4.24, 6)., General Satisfaction (4.23,7) respectively. This result concluded that fulfilled of the outcome - based education concerned. Therefore, it is highly recommended for implementation of more fitness programme such as Fat to Fit and at the same time considered researchers’ team of this programme were brilliant instructors in performing their expertise to conduct fitness programme and awareness of adults on important of self- fitness concerned.

Thực trạng tổ chức dạy học trải nghiệm của giảng viên Khoa Sư phạm, Trường Đại học Cần Thơ

Innovating in teacher training request the educators to intensify learner’ experience. Based on a sum of the theory of experiential education and the field study consisted of surveying 31 lectures at 8 departments, indeed interview 7 department’s heads, and observing teaching process of 3 lectures of the School of Education, this article is to analyze the real situation of applying the experiential education theory of the lecturers at the School of Education Most of the headers and lecturers have understood and applied this theory to improve the student teacher’s professional competencies. Besides that, this study also pointed out a difference about awareness and application of experiential education of the lecturers between the group of methodology and the others. In general, the experiential education activities of the lecturers have been individually applied and gotten some difficulties. Some of the associated solutions to improve the quality and efficiency of faculty' experiential education activities included updating the curriculum and upgrading lecturer’s competencies also managing the competent portfolio of the students.

LO096: Comfortable with your thoracotomy skills? An innovative simulation-based curriculum to teach rare procedures in emergency medicine

Introduction / Innovation Concept: Emergency medicine (EM) residents must demonstrate proficiency in several rare, life-saving procedures but few clinical opportunities exist to practice and master these skills. Currently no standardized curricula exist for the instruction of these skills during EM residency. Accordingly, many residents graduate without the experience to perform these critical procedures confidently. We developed a novel, simulation-based curriculum for six rare, life-saving, EM skills that integrates deliberate practice and Kolb’s theory of experiential education. Methods: We used existing EM training objectives and a recent national resident needs assessment to develop a simulation-based technical skills curriculum. The six station curriculum was underpinned by the pedagogical framework of experiential education and deliberate practice. Instructor and participant feedback directed subsequent curriculum modifications. Curriculum, Tool, or Material: This one-day intensive curriculum was successfully implemented at two Canadian EM residency programs for 54 EM residents, from both CCFP-EM and FRCP-EM streams. Participant feedback was highly favorable. An iterative approach to curriculum implementation at two separate residency programs effectively allowed educators to respond to participant needs. Conclusion: A novel simulation-based curriculum for rare procedures in EM is feasible, practical, and highly valued by participants. Ongoing work is underway to refine the curriculum and assess its efficacy in creating competence. Deliberate practice and Kolb’s theory of experiential education provide useful frameworks for technical skills training.

Teaching Politics in the National Parks

Other than trips to government offices, political science has generally not used field experiences as part of the undergraduate curriculum. To illustrate the possibilities of such experiences, we discuss field-based courses and curricular units at three sites. Each uses a national park to teach students about environmental politics and policy issues. The course designs use experiential education theory to define learning objectives and the means to achieve them. We provide evidence from students’ self-reported academic and nonacademic outcomes that is consistent with the expectations of experiential theory. Not surprisingly, course evaluations are high. More important for experiential curricula, students report high levels of motivation in these courses, whether the experience is long or short, whether advertised in advance or not. Though self-selection may explain some of the positive outcomes, two before-and-after surveys suggest that experiential outcomes exceed expectations in interesting ways. In short, students like field experiences, the field experiences motivate them to learn, they learn more effectively, and they enjoy these courses more. Experiential opportunities should play a more important role in the political science curriculum.

Aligning Kolb’s Experiential Learning Theory with a Comprehensive Agricultural Education Model

Experiential learning has been a foundational tenant of agricultural education since its inception. However, the theory of experiential education has received limited attention in the permanent agricultural education literature base. As such, this philosophical manuscript examined Kolb’s experiential learning process further, and considered the implications for experiential learning theory (ELT) in secondary agricultural education. Specifically, the researchers outlined Kolb’s ELT and conducted a telephone interview with Dr. David A. Kolb. Analysis of the interview indicated that experiential learning is a critical component of a comprehensive agricultural education model (i.e., three–circle model). It was explained that experiential learning builds meta–cognitive skills and can be goal–oriented and assessed. However, agricultural educators must be present and purposeful when providing experiences for students. Additionally, they must ask reflection questions (e.g., “What happened?” “Now what?” “So what?”) during each phase of ELT throughout the comprehensive agricultural education model (i.e., classroom and laboratory, Supervised Agricultural Experience [SAE], and FFA). Based on these conclusions, a Comprehensive Model for Secondary Agricultural Education was proposed to include the role of experiential learning more intentionally.

2011 APSA Teaching and Learning Conference Track Summaries

In 2004, 40 political scientists gathered in Washington, DC, to inaugurate the APSA Teaching and Learning Conference (TLC), which aimed to explore how we teach and how students learn best within the discipline. A common theme linking the active-based curriculum to political science over the past eight years has been the theory of experiential education. Over time, the vibrant conversation within this track has included community-based learning, service learning, civic engagement, community-based research, simulations, case studies, problem-based learning, and internships. The discourse has also shifted away from asking what civic engagement is and how we can integrate it into the curriculum toward questions such as:

Chapter 7: Learning and Youth Civic Engagement

SUMMARY Young people say that participation in civic youth work provides a rich experience. From the official perspective, learning is the focus, and most programs call themselves a form of experiential education. Young people do learn something from these initiatives but not always in ways experiential education theory suggests. Data from a study of the Youth Science Center, Public Achievement, and Youth-in-Government provide a more complete picture of the educational impact.

Turning Experiential Education and Critical Pedagogy Theory into Praxis

The educational theories of experiential education and critical pedagogy intersect in a number of ways. One of the intended aims of both of these pedagogies is that the purpose of education should be to develop a more socially just world (Itin, 1999; Kincheloe, 2004). One of the key issues still facing experiential education theory and critical pedagogy is its implementation within the post-secondary classroom. There is a lack of congruence between the pedagogical theories that are espoused and the actual classroom practices that are employed. The purpose of this article is to explore some of the ways for experiential educators and critical pedagogues to begin engaging in a more purposeful classroom praxis that acts on the theoretical underpinnings of these pedagogies as one means to work toward their shared vision of a more socially just world.

Scientific knowledge and attitude change: The impact of a citizen science project

This paper discusses the evaluation of an informal science education project, The Birdhouse Network (TBN) of the Cornell Laboratory of Ornithology. The Elaboration Likelihood Model and the theory of Experiential Education were used as frameworks to analyse the impact of TBN on participants’ attitudes toward science and the environment, on their knowledge of bird biology, and on their understanding of the scientific process. The project had an impact on participants’ knowledge of bird biology. No statistically significant change in participants’ attitudes toward science or the environment, or in participants’ understanding of the scientific process, could be detected. The results suggest that projects must make explicit to participants the issues that they are experiencing. In addition, the results suggest that more sensitive measures need to be designed to assess attitude change among environmentally aware citizens.

Improving Teaching Effectiveness: Addressing Modes of Learning in the College Classroom

Kolb's learning cycle, based on experiential education theory, provides a framework for instructional design that can be used by the educator to improve teaching effectiveness in recreation, park, ...

The Student Directed Classroom: A Model for Teaching Experiential Education Theory

The Student Directed Classroom: A Model for Teaching Experiential Education Theory