scholarly journals Guide Pedagogical Students to Design and Organize Experience-based Learning Activities in Schools

2020 ◽  
Vol 19 (9) ◽  
pp. 99-117
Author(s):  
Thi Hang Nguyen ◽  
Huu Quan Nguyen ◽  
Hoang Mau Chu
Keyword(s):  
Experiential Learning ◽  
Education Reform ◽  
General Education ◽  
Learning Activities ◽  
Learning Activity ◽  
Educational Improvement ◽  
Instructional Process ◽  
General Education Curriculum ◽  
Practice Experience ◽  
Experience Based Learning

In Vietnam, experiential activities and experience-based learning models were first introduced in 2018 into the general education curriculum and they will be applied when implementing this program. Therefore, the teacher training program at university of education should meet the requirements of general education reform. In particular, it is essential to guide pedagogical students to design and organise experiential learning activities in the school. This study describes the design, implementation, and evaluation of a course of guiding to design and organise experience-based learning in schools for Vietnamese pedagogical students who will plan to implement experience-based learning activities into their teaching. A course in a 60-hour instructional process (including 30 hours of self-studying) with 5 activities designed to be experiential, enables our students to simultaneously explore and practice experience-based learning activities. The results of designing and organising 55 experience-based learning activity plans were obtained from one hundred and nine participants of the Faculty of Biology, Thai Nguyen University of Education, Vietnam who assessed the instructional process beneficially. The research group also proposed five effective measures to organise experiential learning in high school. This tutorial process will continue to be improved and implemented in subsequent courses to contribute to the renovation of higher education and meet the general educational improvement in Vietnam.

scholarly journals OUTCOME BASED LEARNING: THE EFFECT OF EXPERIENTIAL LEARNING ACTIVITY ON DEEP CONCEPTUAL UNDERSTANDING

2021 ◽  
Vol 9 (6) ◽  
pp. 20-29
Author(s):  
Prashant Thote ◽  
Gowri S
Keyword(s):  
Experiential Learning ◽  
Conceptual Understanding ◽  
Learning Activities ◽  
Learning Activity ◽  
Control Group ◽  
Teaching Model ◽  
Study Group ◽  
Post Test ◽  
The Mean ◽  
Understanding Of Science

The aim of the present study is to investigate the effect of experiential learning activity in deep conceptual understanding of science in comparison with conventional teaching model. In the present experiment quasi experimental and post-test research design is implemented. Totally 80 students participate in the study: 40 girls and 40 boys. The sample is categorized into two: study and the control group. Each group consists of 40 students: 20 boys and 20 girls. The study group is taught “Gases Law” by using experiential learning activities and the control is taught by using the conventional method. Data is collected by using a questionnaire and it consists of 20 multiple choice questions. The collected data is analyzed by using descriptive statistics. The examination of the data illustrates that there is no noteworthy difference in the mean score between the study group and the control group. Independent ‘t-test’ is applied to compare the student’s achievement in post-test. The mean score of the study group, who are exposed to the experiential learning activities, in Science Achievement post-test is 17.35. It is higher than that of (t=6.65; p>0.01) the learners in the control group. The mean of the control group is 14.45. Therefore, it is concluded that the experiential learning activities as a teaching model enhances the deep conceptual understanding of science.

scholarly journals Pengelolaan PAUD Berbasis Experiential Learning

2018 ◽  
Vol 6 (2) ◽  
pp. 101-106
Author(s):  
Alim Harun Pamungkas ◽  
Vevi Sunarti
Keyword(s):  
Child Development ◽  
Experiential Learning ◽  
Real Life ◽  
Learning Activities ◽  
Learning Activity ◽  
Social Emotional ◽  
Community Members ◽  
Model Learning ◽  
Childhood Education ◽  
Learning Principles

PAUD institutions are often interpreted as a place of learning for children who are only oriented to the skills and knowledge of reading, writing, counting, and drawing. PAUD institutions should focus on children's development related to religious and moral, physical, cognitive, language, social, emotional and artistic aspects. Thus the educational services provided by PAUD institutions must be able to facilitate all aspects of child development through enjoyable learning activities and help increase understanding of parents or the surrounding community about playing as a fun learning activity. Fun learning activities for early childhood need to be designed to help children get real life simulations in their daily activities. PAUD institution learning activities need to be adjusted to the stages of child development based on experiential learning model learning principles. On that basis, an activity is needed that facilitates the creation of learning experiences for managers and parents or community members in PAUD institutions about experiential learning.Keywords: Childhood Education (PAUD), Experiential Learning

scholarly journals OUTCOME BASED LEARNING: A PANACEA FOR QUALITY EDUCATION

2021 ◽  
Vol 9 (5) ◽  
pp. 8-23
Author(s):  
Prashant Thote ◽  
Gowri S
Keyword(s):  
Experiential Learning ◽  
Redox Reaction ◽  
Retention Test ◽  
Learning Activities ◽  
Learning Activity ◽  
Control Group ◽  
Study Group ◽  
Text Book ◽  
Post Test ◽  
The Impact

            The curriculum framework asserts learner to debate, dissent form individual opinion on ideas, systems, practices by nurturing skills to think and reason independently.  Participatory learning activity is envisioned as a process whereby learners construct concept through assimilation, absorption, interaction and reflection.  In the present paper experiential learning activity are designed to ensure that the students are encouraged to seek out knowledge from their hands-on activity than the text book in their own experiences. In the present paper attempt is made to investigate the impact of conventional method of teaching and experiential learning activities on attainment of knowledge and retention of knowledge in learning redox reaction.  Data is collected by using pre-test, post-test and retention test.  Instrument is validated by experts.  Stratified random method is applied to draw the sample.  Totally 50 students participate in the study.  Sample is separated into two: control and the study group. Control group is exposed to the conventional chalk and talk method while the students from the study group are exposed to Experiential Learning Activities.  The result of the study reveals that there is noteworthy difference in the mean score in learning redox reaction in the scores of pre-test, post-test and retention test between the study group and the control group.

Leadership Skills in Event Management Courses

2019 ◽  
Vol 23 (6) ◽  
pp. 927-937 ◽  
Author(s):  
Thomas C. Padron ◽  
Matthew J. Stone
Keyword(s):  
Experiential Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Management Education ◽  
Leadership Skills ◽  
Learning Activities ◽  
Learning Activity ◽  
Event Management ◽  
Management Skills ◽  
Leadership Skill

Event management education continues to increase in popularity and importance. However, in many event management courses, learning outcomes are often expressed in learning process-oriented skills. Beyond event management skills, this research proposes that leadership skills should also be included in event management courses. Experiential learning activities are an ideal opportunity to develop, practice, and enhance leadership skills and the optimal situation is experiential learning activities. Students were surveyed after completing an event management course, which included an experiential learning activity where they developed and produced instructor-led events. Students indicated that they learned many leadership skills, including communication, commitment, strategic planning, and accountability. Communication was the most cited skill that students both learned and demonstrated, and this correlated to the students' perception that communication is also the most important leadership skill required for a career in event management. It is proposed that event management courses utilize leadership skills in the course objectives and that, by doing so, it may provide additional student benefits and academic legitimacy to these courses.

scholarly journals Applying Experiential Learning Kolb’s Model into Disigning “Experiential Learning Cycle” in Teaching Biology in General School

2017 ◽  
Vol 33 (3) ◽  
Author(s):  
Tran Thi Gai
Keyword(s):  
Experiential Learning ◽  
Learning Style ◽  
Learning Activities ◽  
Learning Cycle ◽  
Learning Activity ◽  
Learning Tasks ◽  
Concrete Experience ◽  
Teacher Needs ◽  
Teaching Biology ◽  
General School

The paper presents how to apply David Kolb's experiential learning cycle into the designing experiential learning activities for students in teaching Biology. Based on the objective, content, and learning style of the student, the teacher designs learning tasks at four stages of the experiential cycle: concrete experience, reflective observation, abstract conceptualisation and active experimentation. Each stage of the experiential learning cycle can be taken many forms of learning activity, so the teacher needs to select the appropriate types of activity for each stage and put the stages into a closed cycle to organize the learning. The article also provides an illustrative example of applying  experiential cycle in designing learning activities in teaching Biology in general school.

Developing the competence of organizing experiential activities for pre-service teachers – The case in Vietnam

2020 ◽  
Author(s):  
T.M.A. Nguyen ◽  
T.T. Hoang ◽  
T.T.A. Le ◽  
T.D. Luu ◽  
Q.H. Le ◽  
...  
Keyword(s):  
General Education ◽  
Primary Education ◽  
Primary Schools ◽  
Professional Competence ◽  
Fundamental Solutions ◽  
Learning Activities ◽  
Curriculum Innovation ◽  
Education Curriculum ◽  
Relevant Research ◽  
General Education Curriculum

Investing on human capital via enhancement of educational quality as one of the important factors to promote economic development all over the world. Basically, it is important to enhance pre-service teachers of primary education with necessary professional competences to implement teaching activities at primary schools. Based on relevant research on experiential activities, professional competence development for pre-service teachers of primary education and the general education curriculum in the case of Vietnam, the article develops a competency framework for organizing experiential learning activities for pre-service teachers of primary education in the context of education curriculum innovation; and simultaneously suggested fundamental solutions to improve pre-service teachers’ competence in organizing experiential activities. To achieve these above-mentioned goals, some research methods are used by the researchers including document analysis, pedagogical observation, and educational experience summarizing method.

Building protfolios in teaching literature arts forwards developing students’ competency

2021 ◽  
Vol 66 (1) ◽  
pp. 37-45
Author(s):  
Tong Truong Thanh
Keyword(s):  
General Education ◽  
Language Arts ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Teaching Literature ◽  
Teaching Perspectives ◽  
General Education Curriculum ◽  
Writing Portfolios ◽  
Teaching And Learning Environment

The objectives of Language Arts and Literature in General Education Curriculum are ahered to developing students’ competency and quality. Accordingly, the diversity of teaching methods and techniques is considered as an apporirate pathway to educational innovativons from basic to comprehensive in the 21st century. Strengthening learning activities for students therefore become essential. And designing learning portfolios in the teaching of Language Arts and Literature is one of the useful ways to enhance learning activities for students; consequently, students’ compentency and quality are sharpened. Based on theoretical basis on portfolios, designing processes, designing purposes and their usage of reading portfolios, writing portfolios and E-portfolios are built in order to strengthen students’ learning autonomy. The findings show that building eanring portfolios is definitely suitable to contemporary teaching perspectives and its application to teaching and learning environment at high school sounds fruitful.

Analisis Motivasi Belajar Siswa SMP Dalam Pembalajaran Outdoor-Modeling Mathematics Berdasarkan Gaya Belajar

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Sofnidar ◽  
Hartina ◽  
Kamid ◽  
Khairul Anwar
Keyword(s):  
Student Behavior ◽  
Mathematics Learning ◽  
Real Life ◽  
Data Retrieval ◽  
Learning Activities ◽  
Learning Activity ◽  
Stimulus Selection ◽  
Learning Behavior ◽  
Research Subjects ◽  
Motor Activities

Prilaku belajar adalah suatu sikap y ang muncul dari diri siswa dalam menanggapi dan meresponi setiap kegiatan belajar mengajar yang terjadi. salah satu wujud dari prilaku adalah motivasi belajar. Menurut teori behavioristik, belajar adalah perubahan tingkah laku sebagai akibat adanya interaksi antara stimulus (rangsangan) dan respon (tanggapan). Stimulus yang diberikan guru dalam pembelajaran tertuang dalam rancangan aktifitas pembelajaran. Aktivitas pembelajaran merupakan kegiatan yang dirancang guru untuk mewujudkan dan atau menciptkan kondisi belajar siswa (stimulus). Pemilihan aktivitas belajar yang sesuai memungkinkan untuk terjadinya efektivitas pedagogis dalam mencapai tujuan pembelajaran, maupun dapat membentuk prilaku positif siswa (respon) dalam belajar. Desain pembelajaran berbasis outdoor-medelling mathematics memuat serangkain aktivitas kegiatan pembelajaran yang berbassis investigasi konteks masalah outdoor (masalah real life) dengan muatan konten materi modeling mathematics. Pada makalah ini akan membahas prilaku belajar dan bagaimana motivasi terbentuk melaui aktifitas kegiatan pebelajaran outdoor-medelling mathematics yang diklasifikasikan menjadi motoractivities mentalactivities, visualactivities, emotionalactivities, motoractivitie.Melalui metode kulitatif deskriptif, dengan mengambil 20 siswa kelas IX-B SMP N 1 Muaro Jambi yang mempunyai gaya belajar visual, auditorial, dan kinestetik. Setelah pelaksanaan pembelajaran, pengambilan data dilakukan melalui angket, dan lembar pengamatan beserta wawancara ke subjek penelitian. Hasil penelitian menunjukan bahwa aktivitas belajar dalam pembelajaran yang dapat memotivasi siswa belajar matematika adalah visualactivities sebesar 74,16%; motoractivities sebesar 96,67%; mentalactivities sebesar 71,66%; dan emotionalactivities sebesar 73,33%. Berdasarkan hasil analisis yang dilakukan aktivitas belajar dalam pembelajaran outdoor-medelling mathematics matematika yang paling dominan dapat memotivasi siswa belajar adalah motoractivities dengan persentasi 96,67% dengan kriteria sangat baik dan sangat memotivasi siswa belajar matematika dalam pembelajaran luar kelas. Indikatornya adalah melakukan percobaan. Kelebihan aktivitas belajar dalam pembelajaran outdoor-medelling mathematics adalah, aktivitas belajar lebih membuat siswa termotivasi untuk belajar matematika. Siswa menjadi lebih aktif dan interaksi dengan teman sesamanya semakin meningkat juga. Adapun kelemahan aktivitas belajar dalam pembelajaran luar kelas adalah sulit untuk siswa terfokus dalam aktivitas belajar yang sedang dilakukan.   Learning behavior is an attitude that arises from students in responding and responding to each teaching and learning activity that occurs. one form of behavior is learning motivation. According to behavioristic theory, learning is a change in behavior as a result of an interaction between stimulus (stimulus) and response (response). The stimulus given by the teacher in learning is contained in the design of learning activities. Learning activities are activities designed by the teacher to realize and or create the conditions for student learning (stimulus). Selection of appropriate learning activities allows for the occurrence of pedagogical effectiveness in achieving learning goals, and can form positive student behavior (response) in learning. Outdoor-based learning mathematics learning design contains a series of learning activities based on the context of outdoor problems (real life problems) with the content of modeling mathematics material. In this paper will discuss learning behavior and how motivation is formed through the activities of learning activities outdoor-modeling mathematics which are classified into mental activities, visual activities, emotional activities, motor activities. Through the descriptive qualitative method, taking 20 students of class IX-B Muaro Jambi Middle School 1 who have visual, auditory, and kinesthetic learning styles. after the implementation of learning, data retrieval was carried out through questionnaires, and observation sheets and interviews to the research subjects. The results showed that learning activities in learning that could motivate students to learn mathematics were visual activities at 74.16%, motor activities at 96.67%, mental activities at 71.66%, and emotional activities at 73.33 %%. Based on the results of the analysis carried out learning activities in mathematics outdoor-modeling mathematics learning the most dominant motivating students to learn is motor activities with a percentage of 96.67% with very good criteria and very motivating students to learn mathematics in learning outside the classroom. The indicator is to experiment. The advantages of learning activities in outdoor-modeling mathematics learning are that learning activities make students more motivated to learn mathematics. Students become more active and interactions with their peers also increase. The weaknesses of learning activities in learning outside the classroom is difficult for students to focus on the learning activities that are being done.

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