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Autor/inn/en | Collins, Rachel; Paisley, Karen; Sibthorp, Jim; Gookin, John |
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Titel | Black-and-White Thinkers and Colorful Problems: Intellectual Differentiation in Experiential Education |
Quelle | In: Journal of Experiential Education, 33 (2011) 4, S.416-420 (5 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1053-8259 |
DOI | 10.5193/JEE33.4.416 |
Schlagwörter | Experiential Learning; Special Education; Developmental Stages; Student Characteristics; Cognitive Processes; Leadership Training; College Students; Secondary School Students; Young Adults; Adolescents; Outdoor Education; Skill Development; Age Differences Experiental learning; Erfahrungsorientiertes Lernen; Special needs education; Sonderpädagogik; Sonderschulwesen; Cognitive process; Kognitiver Prozess; Führungslehre; Collegestudent; Sekundarschüler; Young adult; Junger Erwachsener; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Freiluftunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Age; Difference; Age difference; Altersunterschied |
Abstract | To be effective, experiential educators need to understand the developmental characteristics of their students so that they can tailor their programs to their capabilities. Often, their primary population consists of teens or college students. Recognizing that learning is a primary objective of experiential education programs, experiential educators can specifically enhance their effectiveness by understanding their students' intellectual processes. Building from the work of Piaget and Kohlberg, Perry (1999) provides a theoretical framework for understanding the knowledge construction of collegiate students. He identifies three "positions" of learning: Dualism (knowledge is quantitative--i.e., memorized facts--and must come from an authority knower); Multiplicity (different views of knowledge can be potentially correct before the answer is known); and Relativism (opinions of peers and non-authorities are considered and weighed in with the authority knower). The purpose of this study is to examine the relevance of Perry's model of intellectual differentiation to participants in an experiential education setting. (Contains 1 figure.) (ERIC). |
Anmerkungen | Association for Experiential Education. 3775 Iris Avenue Suite 4, Boulder, CO 80301. Tel: 866-522-8337; Fax: 303-440-9581; e-mail: publications@aee.org; Web site: http://www.aee.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |