Experiential Learning through a Peer Learning Assistant Model in STEM

Autor/inn/en	Gong, Hee Jung; Kwon, Jihye; Brock, Megan
Titel	Experiential Learning through a Peer Learning Assistant Model in STEM
Quelle	In: Educational Research, 64 (2022) 3, S.317-333 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gong, Hee Jung) ORCID (Kwon, Jihye)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1881
DOI	10.1080/00131881.2022.2096092
Schlagwörter	Experiential Learning; Peer Teaching; Models; STEM Education; Majors (Students); Student Teachers; Interpersonal Relationship; Skill Development; Learning Processes; Instruction + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Peer group teaching; Peer Group Teaching; Analogiemodell; STEM; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kompetenzentwicklung; Qualifikationsentwicklung; Learning process; Lernprozess; Teaching process; Unterrichtsprozess
Abstract	Background: Over recent years in colleges and universities, a peerlearning assistant (PLA) model has been introduced into Science, Technology, Engineering, and Mathematics (STEM) classes. Despite the significance of this alternative pedagogical approach in undergraduate education, studies of PLAs' lived experiences of the approach, and hence a deep understanding of the model and its application in higher education, are limited. Purpose: The study sought to gain insight into the learning and teaching experiences of PLAs in an undergraduate STEM class. The PLAs were required to take a pedagogical class as mentors, in addition to having previously undertaken the STEM class themselves. Method: A phenomenological methodology underpinned the study design, supporting the in-depth analysis of rich interview data. Interviews were conducted with five PLAs in STEM majors in a public university in the United States. Interviews were focused on identifying the PLAs' perceptions of their shared experiences, and the knowledge and skills they gained while mentoring peer STEM students and taking a peer-learning pedagogy class. Data were analysed qualitatively, using Kolb's experiential learning as an analytical framework. Findings: The analysis identified how the PLAs experienced the cycle of experiential learning by a) engaging in a STEM class as a student teacher; b) interacting with other PLAs in a pedagogical course; c) developing skills and learning from a pedagogy class; and d) readapting developed peer-teaching abilities and attitudes to a STEM class. Conclusions: Our study contributes to an understanding of PLAs' experiences of the PLA model. The elements we found offer a view into how the PLA students shaped their peer-learning and peerteaching skills, through their reflections on experiences in both the STEM and pedagogical classes. Through the four elements, students were able to engage in a process that suggested transformative learning. Practical suggestions and scholarly implications for practitioners and researchers are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01