Experiential Learning in Secondary Education Chemistry Courses: A Significant Life Experiences Framework

Abstract

Significant life experiences (SLE), a framework first put forward by Thomas Tanner, is a well-known model for understanding attitudes and perceptions about the environment as ascertained through environmental education (EE) programs. The SLE framework posits that early positive experiences in the environment are strongly correlated with later pro-environmental attitudes and behaviors in adulthood. According to the model, these early experiences facilitate this change through “experiential” learning, as opposed to formal learning experiences in a classroom, or even informal learning. While the SLE framework is often used within the EE literature, it is rarely used to model behavior and learning in the classroom setting. Here, we present a new use of the theory to model experiential learning in a high school chemistry course. We present evidence that a new model of SLE being used experimentally by faculty at a high school in New Mexico has led to significant learning gains among students. Specifically, we find evidence that low-achieving students may particularly benefit from this new model of teaching chemistry in the secondary education setting through the “hands-on” process of manufacturing and distributing methamphetamine (N-methyl amphetamine). While this study cohort is small, the authors believe that the findings presented herein may demonstrate the value of SLE and experiential learning within the broader science, technology, engineering, and math (STEM) education field (theory) and pedagogy (practice).