scholarly journals The Contribution of Experiential Learning to the Development of Cognitive and Social Skills in Secondary Education: A Case Study

2019 ◽  
Vol 9 (2) ◽  
pp. 127 ◽  
Author(s):  
Gianna Voukelatou
Keyword(s):  
Social Skills ◽  
Experiential Learning ◽  
Secondary School ◽  
Teaching Method ◽  
Original Research ◽  
Educational Levels ◽  
Depth Interview ◽  
Students Attitudes ◽  
Of Greece

This paper is an attempt to approach the concept of experiential learning and describes the implementation of the project teaching method in a secondary school in Athens. In the framework of this study, we carried out qualitative research using the method of in-depth interview. We aimed at recording the views, perceptions, feelings and attitudes of 20 students that participated in the project “Traditional dances from different parts of Greece.” The results showed the significant impact of experiential learning on acquiring knowledge and developing social skills and students’ attitudes, while contributing to the promotion of cultural heritage and the values of tradition. This is an original research study that depicts experiential learning in teaching as well as analyzing the teaching method of the project in combination with other different experiential/energetic educational techniques. In general, trainers and scientists of pedagogy and school psychology can use the results to design and implement educational programs in schools of all educational levels based on the experiential teaching method of learning.

scholarly journals Flipped Classroom Method for the Teacher Training for Secondary Education: A Case Study in the University of Granada, Spain

2019 ◽  
Vol 14 (11) ◽  
pp. 202
Author(s):  
Francisco-Javier Hinojo-Lucena ◽  
Inmaculada Aznar-Díaz ◽  
María-Pilar Cáceres-Reche ◽  
José-María Romero-Rodríguez
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Research Methodology ◽  
Flipped Classroom ◽  
Ad Hoc ◽  
Theoretical Knowledge ◽  
Educational Levels ◽  
The University ◽  
School Training

Flipped Classroom methodology has strongly introduced in the classrooms of different educational levels, but above all in the University. This methodolo-gy could be defined as the reversal of roles in the classroom, where the stu-dent acquires theoretical knowledge outside of the classroom and becomes a space for resolving doubts and cooperative work. Thus, this paper analyzes the experience carried out at the University of Granada with students of the Master's Degree in Secondary School Training where Flipped Classroom methodology has been applied. The research methodology used is quantita-tive, so that an ad hoc questionnaire on a Likert scale was used to obtain the data. Among the obtained results, it is observed that the students perceive an improvement in their academic performance and the improvement of the dif-ferent personal and social skills. Finally, it can be concluded that this kind of experiences where the Flipped Classroom methodology is applied favors the development of skills depending of subject taught and the field of knowledge.

scholarly journals Performance Appraisal Management in A Malaysian Secondary School

2021 ◽  
Vol 6 (4) ◽  
pp. 297-307
Author(s):  
Peter Ong ◽  
Mohd Zuri Ghani ◽  
Md Jais Bin Ismail ◽  
Christina Sim Pei Pei
Keyword(s):  
School Improvement ◽  
Secondary School ◽  
Performance Appraisal ◽  
Improve Performance ◽  
Interview Session ◽  
Depth Interview ◽  
Career Pathway ◽  
Common Problems ◽  
A Performance

The purpose of this study is to explore the implementation of performance assessment in one of the Malaysian public secondary schools. Topics like what is a performance appraisal; the goal of having a performance appraisal in school; the processes for conducting performance appraisal at school; the benefits of having a performance appraisal in school; how performance appraisal affects school improvement; ways to improve performance appraisal in school; common problems with school performance appraisal are explored. There are six respondents have been selected in this case study including one principal and six teachers from an urban school in Malaysia. Eight open ended questions have been developed for the interview session with the principal and two open ended questions with teachers. Data were collected with personal in-depth interview and group interview. The results revealed that performance appraisal is important for the principal to track teachers’ productivity, to improve their career, provide a brighter career pathway and help teachers to improve their job quality. Teacher in the other hand thought that the performance appraisal should have stringent criteria and fair evaluation. It is recommended that this process need a highly cooperation and two-way communication between both parties of principal and teachers.

scholarly journals Profesor y alumnado conectados en una red pública compartida

2014 ◽  
Vol 32 (2) ◽  
pp. 463-478
Author(s):  
Teresa García Gómez ◽  
Juan José Carmona Fernández
Keyword(s):  
Secondary School ◽  
Web 2.0 ◽  
Digital Media ◽  
Teaching Method ◽  
Network System ◽  
Traditional Teaching ◽  
Web 2.0 Tools ◽  
School Classroom ◽  
Competencia Digital

El presente trabajo analiza el modo en el que el uso de las TIC y medios digitales impulsan la creación de participación ciudadana en el aula; siendo el profesor el vehículo que guía estos procesos de enseñanza y aprendizaje. La metodología utilizada es de corte cualitativo, concretamente una investigación con Estudio de Caso en un aula de secundaria, en la que se ha indagado en qué medida el uso de las herramientas web 2.0 incentivan la construcción de ciudadanía. Como resultados destacan una ruptura con el estilo docente «tradicional», creándose una Red de redes donde usa Facebook, Twitter, Google Plus de manera activa e interconexionada entre sí, potenciando una formación en y para la ciudadanía a través de un propuesta didáctica para el ejercicio de la autonomía, donde la competencia digital y la competencia social y ciudadana están íntimamente interrelacionadas. En conclusión, la participación democrática y la colaboración entre iguales, unido al desarrollo de ambas competencias, fomentan un estilo de ciudadanía activa. This paper discusses how ICT and digital media can promote involvement in civil society, with teachers being the vehicle for these educational and learning processes. Through a qualitative approach focused on a case study of a secondary school classroom, it shows to what extent the use of Web 2.0 tools encourage the building of citizenship. The most significant results show a break with "traditional" teaching through a complex network system, including active and connected uses of Facebook, Twitter and Google Plus to promote the learning of citizenship through a teaching method aimed at exercising autonomous behaviour where digital and social capacities are deeply intertwined. To conclude, citizen involvement and peer to peer cooperation, as well as the development of both capacities, promote an active-style citizenship.

scholarly journals The Use of Qualitative Case Studies as an Experiential Teaching Method in the Training of Pre-service Teachers

2018 ◽  
Vol 7 (1) ◽  
pp. 111 ◽  
Author(s):  
Ilhami Arseven
Keyword(s):  
Experiential Learning ◽  
Case Studies ◽  
Learning Theory ◽  
Teaching Method ◽  
Access To Information ◽  
Experiential Learning Theory ◽  
Qualitative Case Studies ◽  
Concrete Experience ◽  
Service Training

This study presents the suitability of case studies, which is a qualitative research method and can be used as a teaching method in the training of pre-service teachers, for experiential learning theory. The basic view of experiential learning theory on learning and the qualitative case study paradigm are consistent with each other within the framework of such principles as subjectivity, environmental interaction, holism, contextuality, constructivism, and access to information (theorizing). The concrete experience mode of the experiential learning cycle corresponds to the data collection stage of qualitative case studies, the reflective observation mode corresponds to the data analysis stage, and the abstract conceptualization mode corresponds to the theorizing stage. Accordingly, this study notes that qualitative case studies can be used as a teaching method in the school experience course for the pre-service training of pre-service teachers. It also explains in detail the steps to be taken when this new method is used in the teaching process, the preparations that should be done prior to the employment of the method, and what should be considered in the application of the method. 

The Influence of Applying the Principles of Experiential Coyote Drama (ECD) Methods in Teaching English Language from the English language supervisor’s perspectives in Jenin city (case study).

2021 ◽  
Vol 8 (4) ◽  
pp. 662-684
Author(s):  
Mosaddaq Barahmeh ◽  
Tahani Bsharat
Keyword(s):  
Experiential Learning ◽  
Foreign Language ◽  
English Language ◽  
Teaching Method ◽  
Learning Method ◽  
Teaching English ◽  
Educational Drama ◽  
New Methods ◽  
Teaching Learning

This paper sheds light on the importance of applying the Principles of   Experiential Coyote Drama (ECD) Methods in Teaching English Language from the English language supervisor’s perspectives in Jenin city (case study). First of all, this paper discloses the Coyote teaching method. Later, this paper also explains the importance of Experiential learning in teaching English as a Foreign Language.  It also explains the educational drama and its techniques in teaching-learning the English language. Finally, this paper suggests a new teaching-learning method which is Experiential Coyote Drama (ECD). All in all, from the previous studies and researches the researchers found that mixing educational drama with Experiential learning and Coyote method will bring a full package of new methods and activities for the teachers, learners and future researchers in teaching English as a Foreign Language.

scholarly journals Developing design literacy for sustainability

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Ingvill Gjerdrum Maus
Keyword(s):  
Experiential Learning ◽  
Secondary School ◽  
Life Cycle Thinking ◽  
Lower Secondary School ◽  
Design For Sustainability ◽  
Study Case ◽  
Group Interviews ◽  
Product Durability ◽  
Participation In Research

This article discusses the case study Case Keramikk, examining students’ use of experiential learning from a craft-based design practice in life cycle thinking on their products. Data were constructed through semi-structured group interviews with students of a Norwegian lower secondary school and thematic analysis based on the principles and practices of design for sustainability (DfS). The interview questions engaged the students to assess their practice and products and to estimate environmental considerations. The students used experiential learning that correspond with the DfS practices of eco-efficiency, eco-effectiveness and product durability in the production phase, as well as the distinctive characteristics of materials, products and production decisive for practice of these in the material extraction and use and disposal phases. These reflections enhance students’ development of design literacy for sustainability and strengthen their democratic participation in research for development of education in craft-based design for sustainability.

scholarly journals Poučevanje matematike v živo in na daljavo – primerjava dosežkov študentov na kolokvijih

2021 ◽  
Author(s):  
Alenka Brezavšček ◽  
Gregor Rus ◽  
Anja Žnidaršič
Keyword(s):  
Secondary School ◽  
Prior Knowledge ◽  
Extracurricular Activities ◽  
School Engagement ◽  
Teaching Method ◽  
Learning Activities ◽  
Online Course ◽  
Significant Difference

t The paper describes the results of the case-study where the students’ outcomes in the mathematics midterm exams were compared regarding the type of the teaching method used during the course: in-class or online. In the analyses, various factors such as prior knowledge of math from secondary school, engagement in learning activities, and success in e-lessons were taken into account. The results of the case study could not confirm any significant difference in average outcomes of both groups of students. We can therefore conclude that the type of the teaching method (in-class or online), as well as the method of knowledge examination, have no significant impact on students’ outcome. Furthermore, the results also showed that the students who took the course online expressed a higher level of engagement in comparison to those who participated in class. Their greater engagement in learning activities can be explained through the fact that the online course took place during lock-down due to COVID-19 pandemic in Slovenia. Namely, the strong lock-down measures disable the students to perform various extracurricular activities, which can result in their stronger motivation to perform study activities on a regular basis.

scholarly journals The praxis of project-based learning at PIKA Vocational Secondary School Semarang

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Wahyu Noviansyah ◽  
Putu Sudira
Keyword(s):  
Secondary School ◽  
Qualitative Case Study ◽  
Participant Observation ◽  
Learning Experience ◽  
Project Based Learning ◽  
Contextual Learning ◽  
Operational Costs ◽  
Depth Interview ◽  
Interview Participant

The aims of this study is to find out the praxis of project-based learning at PIKA Vocational Secondary School Semarang and to identify the advantages and the disadvantages. The design of this research is qualitative case study. The data collection techniques were in-depth interview, participant observation, and document analysis. The informants of this study were: principal, viceprincipal, teachers, employees, and students. The results of this study showed that: (1) there were two patterns of project-based learning at PIKA VSS Semarang. The first pattern was learning  for  internal  internship  program  and  the second  was  learning  productive practice program. (2) The advantages of project-based learning were: (a) it trained the students’ sense of entrepreneurship; (b) it developed’ learning motivation; (c) it gave a complete, real and contextual learning experience; and (d) it developed the students’hardskills and softskills. The disadvantages of Project-based Learning were: (a) it required the acquisition competencies to perform project assignments; (b) it took times; (c) it required high operational costs; (d) it required adequate facilities.

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