Journal of Experiential Education最新文献_第6页

(Re)Making Sense of Place in Outdoor Adventure Education (二)户外探险教育中的场所意识

Journal of Experiential Education Pub Date : 2023-05-29 DOI: 10.1177/10538259231177619

Cecil Hill Goodman

{"title":"(Re)Making Sense of Place in Outdoor Adventure Education","authors":"Cecil Hill Goodman","doi":"10.1177/10538259231177619","DOIUrl":"https://doi.org/10.1177/10538259231177619","url":null,"abstract":"Background: Research in outdoor adventure education (OAE) and related fields has argued that OAE programming can problematically reproduce dominant ways of being around patriarchy and whiteness. In particular, scholars have forwarded specific critiques of sense of place (SOP) in OAE or related fields. Purpose: This article investigated and critiqued SOP as a fundamental curricular concept and offered an anticolonial analytical tool for educators. The article posited that SOP is a key site of intervention for OAE educators and programs with anticolonial goals because of the historical, sociocultural, and economic foundations of SOP in OAE. Methodology/Approach: This study employed an anticolonial and antiracial capitalist theoretical framework and qualitative methods including thematic study of select literature on environmental conservation and colonialism, analysis of fundamentals of anticolonial pedagogical frameworks, and interview findings from mentor-partners in OAE and related fields. Findings/Conclusions: This study developed an anticolonial analytical tool to understand and interpret SOP in OAE through an anticolonial lens. Implications: The purpose of this tool is to assist practitioners and educators in the analysis of their own SOP pedagogy and practices and to encourage the development of SOP curricula toward anticolonial aims.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135741430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

A Scoping Review of Experiential Learning in Public Health Education From the Perspective of Students, Faculty, and Community Partners 从学生、教师和社区伙伴的角度对公共卫生教育中体验式学习的范围审查

IF 1.5

Journal of Experiential Education Pub Date : 2023-05-02 DOI: 10.1177/10538259231171073

Raymond Boon Tar Lim, Dana Wai Shin Chow, Huili Zheng

{"title":"A Scoping Review of Experiential Learning in Public Health Education From the Perspective of Students, Faculty, and Community Partners","authors":"Raymond Boon Tar Lim, Dana Wai Shin Chow, Huili Zheng","doi":"10.1177/10538259231171073","DOIUrl":"https://doi.org/10.1177/10538259231171073","url":null,"abstract":"Background: Experiential learning is increasingly important in public health education. Purpose: Based on 33 studies, this is the first scoping review that provides clarity on the types of experiential learning activities (ELAs) used in public health education and the evaluation results from the perspectives of three stakeholders involved: students, faculty, and communities/external agencies. Methodology/Approach: A total of 1,912 citations were sourced from six electronic databases (Education Resources Information Centre, ProQuest Central, PubMed, Scopus, STM Source, and Web of Science) and manual searches (reference lists of included studies) independently by two researchers. A random-effects meta-analysis using forest plots and a meta-synthesis using a thematic synthesis approach were conducted. Findings/Conclusions: There was a diverse range of community-, classroom-, and work-focused ELAs used. Meta-analysis revealed positive outcomes in student satisfaction, problem-solving, and communication skills. This was triangulated with the meta-synthesis results, which also indicated an overwhelmingly positive attitude toward experiential learning by all three stakeholders. Implications: Future educational programs should consider the factors that contributed to the positive experiences from all three stakeholders’ perspectives, address the various challenges highlighted in this review to refine the experience, and assess the negative experiences of faculty, and community/external agencies in greater detail.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81831001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Impact of Experiential Learning on Professional Identity: Comparing Community Service-Learning to Traditional Practica Pedagogy 体验式学习对职业认同的影响:比较社区服务学习与传统实践教学法

IF 1.5

Journal of Experiential Education Pub Date : 2023-04-19 DOI: 10.1177/10538259231154888

Cynthia J. Gallop, Brian Guthrie, N. Asante

{"title":"The Impact of Experiential Learning on Professional Identity: Comparing Community Service-Learning to Traditional Practica Pedagogy","authors":"Cynthia J. Gallop, Brian Guthrie, N. Asante","doi":"10.1177/10538259231154888","DOIUrl":"https://doi.org/10.1177/10538259231154888","url":null,"abstract":"Community service-learning (CSL) has been referred to as a “pedagogy for citizenship,” as it enhances ethical behavior and social responsibility among student participants. It represents a pedagogical and philosophical approach that promotes experiential learning by incorporating intentional course-based lessons with service in the community. Despite the numerous studies outlining the benefits of CSL initiatives, there is a dearth of research on how CSL courses can impact students already in the “helping professions.” More specifically, there is very little research on the benefits of CSL in social work field education courses. For this study, the researchers found that developing a CSL practicum led to a substantive shift in professional understanding for the students who participated in a CSL learning opportunity. Although the traditional and CSL groups began their practicum experiences believing the primary role of a social worker was to build and maintain healthy relationships with service users, the CSL group saw their primary role switch from a “micro practice” to a “macro practice” worker. CSL offers social work education additional unique opportunities to support the development of student's social work core values, knowledge, and skills.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83741094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Poverty Simulation With Teacher Candidates to Increase Awareness About Poverty 与教师候选人一起模拟贫困，提高对贫困的认识

IF 1.5

Journal of Experiential Education Pub Date : 2023-04-12 DOI: 10.1177/10538259231168132

Patricia Briscoe

{"title":"Poverty Simulation With Teacher Candidates to Increase Awareness About Poverty","authors":"Patricia Briscoe","doi":"10.1177/10538259231168132","DOIUrl":"https://doi.org/10.1177/10538259231168132","url":null,"abstract":"Background: Research suggests that many educators hold inaccurate or incomplete perceptions of poverty leading to stereotyping of students living in poverty. It is important for future teachers to understand more about the complexities of poverty so they can bridge gaps between misconceptions and understanding for their students, families, and school communities. Purpose: This study examined teacher candidates’ preconceived thoughts and changes in perceptions toward poverty based on participation in an experiential learning activity (i.e., a poverty simulation). Methodology/Approach: The participants ( n = 94) were in their final term of a 2-year teacher education program in Ontario, Canada. This mixed-method study used a Community Action Poverty Simulation combined with the quantitative presurvey Undergraduate Perception of Poverty Tracking Survey and qualitative postgroup discussions. Findings/Conclusions: Results indicated that the poverty simulation was an effective tool for disrupting poverty perceptions and myths among teacher candidates and provided insight into further areas to increase understanding. Implications: Based on the findings, poverty simulations are a promising experiential learning process for teacher education programs as a cost-effective, consciousness-raising exercise that can prompt deeper levels of learning for teacher candidates and better prepare them to teach students living in poverty.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90462543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Place-based Pedagogy in a Border Region: A Qualitative Examination of Experiences 边疆地区的地方教育:经验的定性检验

IF 1.5

Journal of Experiential Education Pub Date : 2023-04-02 DOI: 10.1177/10538259231165741

S. Deringer, Gloria Martinez, Rob Dussler, Andrew Morreale

{"title":"Place-based Pedagogy in a Border Region: A Qualitative Examination of Experiences","authors":"S. Deringer, Gloria Martinez, Rob Dussler, Andrew Morreale","doi":"10.1177/10538259231165741","DOIUrl":"https://doi.org/10.1177/10538259231165741","url":null,"abstract":"Background: Problematic trends have been identified with student travel that perpetuate hierarchies of power in outdoor recreation. Little research has examined the impact of bias, racism, or political national meta-narratives regarding immigration and people crossing the border on students who enter areas where cultural differences exist. Purpose: The purpose of this study was to understand how a place-based outdoor recreation experience impacted students’ understanding of recreational experiences on a trip in the border region of Texas. Methodology/Approach: Using a constructivist qualitative approach, the researchers provided a group of college students with place-based lessons about the Texas and Mexico border prior to and during a canoe trip along the border. The team then conducted semi-structured interviews to understand student experiences. Findings/Conclusions: The findings from this project suggest that place-based lessons may have helped students refute faulty meta-narrative, humanize cultural others, and induce sympathy for fellow travelers in the region. Implications: This project has implications for environmental educators who are teaching in places where power differentials exist between students and local people. Educators may find place-based education to be a useful tool in preparing students to learn in a non-extractive way.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87495778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Effects of Reflection and Transfer on Undergraduate Animal Science Students’ Knowledge 反思与转移对动物科学本科学生知识的影响

IF 1.5

Journal of Experiential Education Pub Date : 2023-03-29 DOI: 10.1177/10538259231159647

Bradley M. Coleman, J. C. Bunch, T. Roberts, G. Israel, A. Wysocki

{"title":"The Effects of Reflection and Transfer on Undergraduate Animal Science Students’ Knowledge","authors":"Bradley M. Coleman, J. C. Bunch, T. Roberts, G. Israel, A. Wysocki","doi":"10.1177/10538259231159647","DOIUrl":"https://doi.org/10.1177/10538259231159647","url":null,"abstract":"Background: Experiential learning is commonly used in postsecondary settings, especially in undergraduate, agricultural, and laboratory courses. However, a lack of attention has been paid by educators to critical components of experiential learning. Purpose: The effects of reflection mode (peer-verbal or written journal reflection) and transfer level (same, near, or far transfer) on students’ content knowledge were examined in a postsecondary, animal science, laboratory course. Methodology/Approach: A quasi-experimental, two-way, analysis of covariance (ANCOVA) was utilized. This 2 × 3 factorial design was utilized to test the main and interaction effects of two independent variables (reflection mode and transfer level) on one dependent variable (content knowledge). A pretest score was included as a covariate to control for students’ prior knowledge. Findings/Conclusions: There was a significant interaction effect between the independent variables of reflection mode and transfer level on the dependent variable of content knowledge. Written reflection (when coupled with near transfer), and same transfer (when coupled with peer-verbal reflection), were statistically significant. Implication: Multiple modes of reflection and application can be used during experiential learning in order to achieve effective content knowledge gains. When experiential learning is planned and developed with intentionality, learners receive a valuable, educative experience.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85970873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Men's Perspectives on Gender Relations in the Outdoor Education Field: Furthering the Case for a Hybrid Masculinity 户外教育领域中男性对性别关系的看法:对混合男性气质的进一步探讨

IF 1.5

Journal of Experiential Education Pub Date : 2023-02-11 DOI: 10.1177/10538259231153041

J. Kennedy

{"title":"Men's Perspectives on Gender Relations in the Outdoor Education Field: Furthering the Case for a Hybrid Masculinity","authors":"J. Kennedy","doi":"10.1177/10538259231153041","DOIUrl":"https://doi.org/10.1177/10538259231153041","url":null,"abstract":"Background: Scholarship has demonstrated the influence of hegemonic masculine norms on values and practices in outdoor adventure education. However, recent publications indicate that men outdoor leaders may be increasingly aware of gender biases and consequently changing their practice. To date, few publications have considered men outdoor leaders’ understanding of masculinity in the field and how it affects their practice and professional interactions. Purpose: This study critically examined multiple aspects of gender relations from men outdoor leaders’ perspectives to determine if observed changes in some men's practice signal changes toward a more equitable understanding of masculinity or merely a pivot to maintain the status quo. Methodology/Approach: A single-embedded case study methodology was employed. Interview, observation, and artifact data were collected from 18 men outdoor adventure education leaders across the United States and Canada. Findings/Conclusions: Participants noted awareness of gender inequity and articulated some strategies employed to combat sexism, particularly those associated with gendered student expectations. However, multiple participants also demonstrated gendered blind spots and supported gender hierarchy. Implications: Participants’ demonstrated awareness of gender issues, but the considerable blind spots identified in the data indicate a troubling lack of critical self-reflection and provide support for dominant hybrid masculinity.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78101172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Experiential Education Programs: Fertile Environments for Identity Formation 体验式教育项目:身份形成的肥沃环境

IF 1.5

Journal of Experiential Education Pub Date : 2023-01-03 DOI: 10.1177/10538259221146724

Lisa Meerts-Brandsma, T. Melton, Jim Sibthorp

{"title":"Experiential Education Programs: Fertile Environments for Identity Formation","authors":"Lisa Meerts-Brandsma, T. Melton, Jim Sibthorp","doi":"10.1177/10538259221146724","DOIUrl":"https://doi.org/10.1177/10538259221146724","url":null,"abstract":"Background: Understanding how contextual elements within educational environments relate to identity formation can help educators design experiences intended to support identity formation processes. Purpose: This study examined identity formation among students enrolled in immersion semester high schools and how contextual elements and identity formation actions influence identity formation process profiles. Methodology: Data were collected from middle to late adolescents using the Dimensions of Identity Development Scale, and analyzed using latent profile analysis, crosstabulation, and regression. Conclusions: The findings showed that thinking about values and beliefs in school is related to increased identity exploration and that the teacher–student relationship and novelty in these contexts facilitates thinking about values and beliefs. Students prone to rumination may particularly benefit from the supportive environment, which can increase the likelihood that they discuss their values and beliefs. Implications: Experiential educators working with middle to late adolescents who want to help their participants engage in identity formation should prioritize teacher–student relationships, novel experiences, and a supportive community.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87659746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Intergenerational, Community-Based Learning and Exercise Science Student Perceptions of Classroom Community 代际、社区学习与运动科学学生对课堂社区的认知

IF 1.5

Journal of Experiential Education Pub Date : 2022-12-29 DOI: 10.1177/10538259221146535

A. Crawley, William R. Crawley

{"title":"Intergenerational, Community-Based Learning and Exercise Science Student Perceptions of Classroom Community","authors":"A. Crawley, William R. Crawley","doi":"10.1177/10538259221146535","DOIUrl":"https://doi.org/10.1177/10538259221146535","url":null,"abstract":"Background: Community-based learning is a high-impact, experiential teaching practice where elements of social interaction and authentic participation transform cognitive understanding into meaningful knowing. In the allied health field, the incorporation of community-based learning provides unique access to populations that are not inherently available in a university classroom. Purpose: Researchers used a mixed methods approach to examine the influence of an intergenerational, community-based learning environment versus a traditional learning environment on exercise science students’ perceptions of overall classroom community, connectedness, and learning. Methodology/Approach: Quantitatively, students (n = 122) completed Rovai's CCS which was then analyzed using a t-test. Qualitatively, students completed written reflective assignments designed to gather data regarding their perceptions of working with an older adult population. Findings/Conclusions: Overall students perceived significantly greater levels of classroom community, connectedness, and learning in the intergenerational, community-based learning environment and evidenced highly positive growth in their awareness and understanding of older adults. Implications: Inclusion of an intergenerational, community-based learning environment in allied health-related degree programs can enhance student's confidence in knowledge application and their ability to connect with the older population.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84343450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Educating Learning Assistants as Facilitators: Design Challenges and Experiences of Practice 教育学习助理作为促进者:设计挑战和实践经验

IF 1.5

Journal of Experiential Education Pub Date : 2022-12-27 DOI: 10.1177/10538259221147010

Sven Veine, M. K. Anderson, Lars B. Skancke, Patric Wallin

引用次数: 0