The Use of Experiential Learning as a Teaching Strategy in Life Sciences

Autor/inn/en	Mc Pherson-Geyser, Genevieve; de Villiers, Rian; Kavai, Portia
Titel	The Use of Experiential Learning as a Teaching Strategy in Life Sciences
Quelle	In: International Journal of Instruction, 13 (2020) 3, S.877-894 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Teaching Methods; Experiential Learning; Science Education; Learning Processes; Biology; Case Studies; Worksheets; Check Lists; High School Students; Foreign Countries; Socioeconomic Status; Teacher Attitudes; Science Teachers; Educational Quality; Science and Society; Scientific Concepts; South Africa (Johannesburg) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Experiental learning; Erfahrungsorientiertes Lernen; Naturwissenschaftliche Bildung; Learning process; Lernprozess; Biologie; Case study; Fallstudie; Case Study; Checkliste; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Socio-economic status; Sozioökonomischer Status; Lehrerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Quality of education; Bildungsqualität
Abstract	The implementation of experiential learning within schools may hold many advantages. The objective of this study was to identify how experiential learning influences the teaching and learning of Life Sciences (biology). This qualitative inductive research focused on creating a rich amount of data through a multiple case study approach. The collection and analysis of data were done through the use of interviews, classroom observations and worksheet checklists. The interpretivist researcher in this study chose dual-medium public high schools of different socialeconomic backgrounds to participate in this study. Life Sciences teachers in Johannesburg, Gauteng, South Africa were interviewed and observed in their classes while teaching. This study showed that teachers do not fully understand the context of experiential learning. The issue that was addressed was the need for quality education by enforcing the correct use of experiential learning. The insertion of generic skills in schools will improve the development of Life Sciences learners and enable them to subsequently progress in the classroom. An experience not utilized in another area of education has not value, specifically in the Life Sciences classroom. This experience permitted learners to form a union between the outside of the classroom and the theory taught inside the classroom when testing implications. These implications can form part of experiments, subject matter or any theme related to science and society. Experiential learning sustained a gateway to the learners' outside lives, where the concepts came alive in common areas of their daily lives. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01