Research Article
Year 2017,
Volume: 6 Issue: 3, 382 - 399, 31.12.2017
Abstract
Anlamlı öğrenmenin gerçekleşmesi için bireylerin
yeni edindiği bilgileri kendisinde var olan bilgiler ile birleştirerek davranış
değişikliği oluşturması beklenir. Öğrenme deneyimler sonucu ortaya çıkmakta ve
tüm bireyler aynı şekilde öğrenmemektedir. Öğrenme aktiviteleri
yapılandırılırken öğrenenlerin bilişötesi öğrenme stratejileri ile ilgili
bilgiye sahip olmaları sağlanmalıdır. Bu araştırmanın amacı deneyimsel öğrenme
modelinin öğretmen adaylarının bilişötesi öğrenme stratejileri üzerine etkisini
belirlemektir. Araştırma deney-kontrol gruplu ön test–son test araştırma deseni
ile yapılandırılmıştır. Deney grubu ile deneyimsel öğrenme modeline göre kimya
laboratuvarı, kontrol grubu ile geleneksel doğrulama laboratuvar yaklaşımı ile
öğretim yapılmıştır. Çalışmanın örneklemini Hacettepe Üniversitesi, Eğitim
Fakültesi, Kimya öğretmenliği bölümünde öğrenim gören 37 öğretmen adayı
oluşturmaktadır. Araştırmada veri toplama aracı olarak Bilişötesi Öğrenme
Stratejileri ölçeği kullanılmıştır. Araştırma sonucunda kimya laboratuvarında
uygulanan deneyimsel öğrenmenin bilişötesi öğrenme stratejileri üzerinde etkili
bir yaklaşım olduğu tespit edilmiştir. Bu sonuç doğrultusunda araştırmacılara,
deneyimsel öğrenmenin lise kimyası müfredatına uygulanabilirliği ve diğer değişkenler
üzerindeki etkisinin araştırılabilirliği önerilerinde bulunulmuştur.
Keywords
deneyimsel öğrenme kimya laboratuvarı bilişötesi öğrenme stratejileri bilişötesi öğrenme kimya öğretmen adayı
References
- Akın, A. (2006). Başarı amaç oryantasyonları ile bilişötesi farkındalık, ebeveyn tutumları ve akademik başarı arasındaki ilişkiler (Yayımlanmamış Yüksek Lisans Tezi). Sakarya Üniversitesi, Sosyal Bilimler Enstitüsü, Sakarya.
- Alkan, F. (2016). Experiential learning: Its effects on achievement and scientific process skills. Journal of Turkish Science Education, 13(2), 15-26. doi:10.12973/tused.10164a.
- Armsby, P. (2012). Accreditation of experiential learning at doctoral level. Journal of Workplace Learning, 24 (2), 133–150. doi:10.1080/02601370.2013.778070
- Ayas, A., Çepni, S., and Akdeniz, A.R. (1993). Development of the Turkish secondary science curriculum, Science Education, 77(4), 440-443.
- Bağcı, N., and Şimşek, S. (1999). The effects of different teaching methods in physics courses on the level of student's success. Gazi University Journal of Gazi Educational Faculty, 19(3), 79–88.
- Bahar, M., and Bilgin, I. (2003). Literature study of learning styles. Abant İzzet Baysal University Graduate School of Social Sciences Journal of Social Sciences, 1(1), 41–66.
- Barlow, G. (2015). The essential benefits of outdoor education. International School, 17(3), 53-55.
- Bayındır, N. (2006). Öğrenme stratejilerinin öğretimi ve bilişsel süreçlere yansıması (Yayınlanmamış Doktora Tezi). Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
- Breunig, M., Murtell, J., and Russell, C. (2014). Students’ experiences with/in integrated environmental studies programs in Ontario. Journal of Adventure Education and Outdoor Learning, 15, 267-283. doi:10.1080/14729679.2014.955354.
- Brezin, M. J. (1980). Cognitive monitoring: From learning theory to instructional applications. Educational Communications and Technology Journal, 28, 227-242.
- Brown, A.L. (1980). Metacognitive development and reading. In R.J. Spiro, B. Bruce, W. Brewer (Eds.), Theoretical issues in reading comprehension. Hillsdale, NJ: Lawrence Erbaum.
- Burke, B. M. (2013). Experiential professional development: A model for meaningful and longlastingchange in classrooms. Journal of Experiential Education, 36(3), 247-263.
- Cheung, M., and Delavega, E. (2014). Five-way experiential learning model for social work education. Social Work Education: The International Journal, 33, 1070-1087.
- Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
- Cumming, J., Woodcock, C., Cooley, S. J., Holland, M. J. G., and Burns, V. E. (2014). Selfassessment of groupwork skills in higher education. Assessment and Evaluation in Higher Education, 40, 988-1001. doi:10.1080/02602938.2014.957642.
- Dolotallas, A.C., and Nagtalon, J.A. (2015). The effect of experiential learning approach on the students’ performance in Filipino. Journal of Education and Social Policy, 2(6), 62-65.
- Dunslosky, J., and Thiede, K.W. (1998). What makes people study more? An evaluation of factors that affect self-paced study. Acta Psychologica, 98, 37–56.
- Ergün, M., and Özdaş, A. (1997). Principles and methods of teaching. Istanbul: Kaya Press.
- Ernst, J.V. (2013). Impact of experiential learning on cognitive outcome in technology and engineering teacher preparation. Journal of Technology Education, 24(2), 31–40.
- Fägerstam, E. (2014). High school teachers’ experience of the educational potential of outdoor teaching and learning. Journal of Adventure Education and Outdoor Learning, 14, 56-81.
- Flavell, J.H. (1979). Metacognitive and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34, 906-911.
- Fowler, J. (2007). Experiential learning and its facilitation. Nurse Education Today, 28, 427-433.
- Green, S.B., and Salkind, N.J. (2008). Using SPSS for Window and Macintosh: Analyzing and understanding data (5th Ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
- Groves, M., Leflay, K., Smith, J., Bowd, B., and Barber, A. (2013). Encouraging the development of higher-level study skills using an experiential learning framework. Teaching in Higher Education. Retrieved from http://dx.doi.org/10.1080/13562517.2012.753052
- Güven, İ., and Gürdal, A. (2002). The effect of experiments on the learning in secondary physics courses.Proocedings of the 5th National Science and Mathematics Education Congress (2002, Semptember), Ankara.
- Hacker, D.J., and Dunlosky, J. (2003). Not all metacognition is created equal. New Directions for Teaching and Learning, 95, 73-79.
- Harden, S. M., Allen, K. C., Chau, C. N., Parks, S. L., and Zanko, A. L. (2012). Experiential learning in graduate education: Development, delivery, and analysis of an evidence-based intervention. Creative Education, 3, 649-657.
- Healey, M., and Jenkins, A. (2000). Kolb’s experimental learning theory and its application in geography in higher education. Journal of Geography, 99, 185–195.
- Hein, T.L., and Bundy, D.D. (2000). Teaching to students’ learning styles: Approaches that work. Frontiers in Education Conference. San Juan, Puerto Rico.
- Ives-Dewey, D. (2009). Teaching experiential learning in geography: Lessons from planning, Journal of Geography, 107(4-5), 167-174.doi:10.1080/00221340802511348
- James, J. K., and Williams, T. (2017). School-based experiential outdoor education: A neglected necessity, Jorunal of Experiential Education, 40(1), 58-71. doi: 10.1177/1053825916676190.
- Kaptan, F. (1998). Science teaching. Ankara: Anı Press.
- Kılıç, E. (2002). Learning activitıes preference of the dominant learning style in web-based learning, and its impact on academic achievement (Unpublished master thesis). Ankara University, Ankara.
- Klein, E. J., and Riordan, M. (2011). Wearing the “student hat”: Experiential professional development in expeditionary learning schools. Journal of Experiential Education, 34(1), 35-54.
- Kolb, D.A. (1984). Experiential learning: Experiencies as the source of learning and development. Englewood Cliffs, N.J.:Prentice-Hall.
- Kolb, D.A. (2000). Facilitator’s guide to learning. Boston: Hay Resources Direct.
- Kolb, A.Y., and Kolb, D.A. (2006). Learning styles and learning spaces: A review of the multidisciplinary application of experiential learning theory in higher education. In R. R. Sims, and S. J. Sims (Eds.), Learning styles and learning: A key to meeting the accountability demands in education(pp. 45–92). New York: Nova Science Publishers.
- Kolb, A.Y., and Kolb, D.A. (2012). Metacognitive Experiential Learning. In N.M. Seel (Eds.), Encyclopedia of the Sciences of Learning (pp. 2234- 2236), New York: Springer.
- Kolb, D.A., and Yeganeh, B. (2011). Deliberate experiential learning: Mastering the art from learning from experience, ORBH Working paper case, Western Reserve University, Retrieved from http://learningfromexperience.com/research_library/deliberate-experiential-learning/
- Lucangeli, D., and Cornoldi, C. (1997). Mathematics and metacognition: What is the nature of relationship? Mathematical Cognition, 3, 121-139.
- Mak, B., Lau, C., and Wong, A. (2017). Effects of experiential learning on students: An ecotourism service-learning course. Journal of Teaching in Travel and Tourism, 17(2), 85-100. doi: 10.1080/15313220.2017.1285265
- Manolis, C., Burns, D.J., Assudani, R., and Chinta, R. (2013). Assessing experiential learning styles: A methodological reconstruction and validation of the Kolb Learning Style Inventory. Learning and Individual Differences, 23, 44–52. http://dx.doi.org/10.1016/j.lindif.2012.10.009
- Namlu, G.A. (2004). Bilişötesi öğrenme stratejileri ölçme aracının geliştirilmesi: Geçerlilik ve güvenirlik çalışması. Sosyal Bilimler Dergisi, 2, 123-136.
- Ormrod, J.E. (2004). Human Learning. Upper Saddle River, NJ: Pearson Prentice Hall.
- Oxford, R. N. (1990). Language learning strategies: What every teacher should know. Boston, Massachusetts: Heinle and Heinle Publishers.
- Özer, B. (2008). Öğrencilere öğrenmeyi öğretme, A. Hakan (Ed.). Öğretmenlik meslek bilgisi alanındaki gelişmeler(ss. 139-152). Eskişehir: Anadolu Üniversitesi Açıköğretim Fakültesi Yayınları.
- Pallisera, M., Fullana, J., Palaudarias, J. M., and Badosa, M. (2013). Personal and professional development (or use of self) in social educator training. An experience based on reflective learning. Social Work Education: The International Journal, 32(5), 576–589. doi:10.1080/02615479.2012.701278.
- Petrocelli, J.V., Seta, C.E., and Seta, J.J. (2013): Dysfunctional counterfactual thinking: When simulating alternatives to reality impedes experiential learning, Thinking and Reasoning, 19(2), 205-230. doi:10.1080/13546783.2013.775073.
- Ramburuth, P., and Daniel, S. (2011). Integrating experiential learning and cases in international business. Journal of Teaching in International Business, 22(1), 38–50. doi: 10.1080/08975930.2011.585917.
- Reynolds, M., and Vince, R. (Eds.) (2007). The handbook of experiential learning and management education. New York, NY: Oxford University Press.
- Schraw, G., and Dennison, R. (1994). Assessing metacognitive awareness, Contemporary Educational Psychology, 19, 460-470.
- Serin, G. (2002). Laboratory in science education. Proceedingsof theScience Education Symposium, 403-406, Istanbul.
- Shellman, A. (2014). Empowerment and experiential education: A state of knowledge paper. Journal of Experiential Education, 37 (1), 18-30. doi:10.1177/1053825913518896
- Singer, S.R., Hilton, M.I., and Schweingruber, H. A. (2006). committee on high school laboratories: Role and vision. America’s Lab Report: Investigations in High School Science, Washington, DC: National Academies Press. Retrieved from http://www.nap.edu/catalog/11311.html
- Sternberg, R.J. (1988). Intelligence applied. Orlando, FL: Harcourt Brace Jovanovich.
- Svinicki, M.D., and Dixon, N.M. (1987). Kolb model modified for classroom activities. College Teaching, 35, 141–146.
- Thornburn, M., and Marshall, A. (2014). Cultivating lived-body consciousness: Enhancing cognition and emotion through outdoor learning. Journal of Pedagogy, 5, 115-132.
- Turesky, E. F., and Gallagher, D. (2011). Know thyself: Coaching for leadership using Kolb's experiential learning theory. Coaching Psychologist, 7(1), 5–14.
- Wu, P.J., He, H.P., Weng, T.S., and Yang, L.H. (2013). The experiential learning and outdoor education in Taiwan elementary school. Social Science and Health, 19, 115-121.
- Wurdinger, S. D., and Carlson, J. A. (2010). Teaching for experiential learning: Five approaches that work. Lanham, MD: Rowman and Littlefield Education.
- Yoon, S. H. (2000). Using learning style and goal accomplishment style to predict academic achievement in middle school geography students in Korea (Unpublished Doctoral Dissertation). University of Pittsburg.
Experimental Learning Model in Chemistry Laboratory and Its Effects on Metacognitive Learning Strategies
Abstract
In
order for meaningful learning to take place, it is expected that individuals
will combine the newly acquired information with the information available to them
to create a behavioural change. Learning occurs as a result of experiences and
individuals do not always learn in the same way. In this process, the
individual must have knowledge about their cognitive system, their structure
and intelligent metacognitive learning strategies, which are knowledge of their
study. Experiential learning is considered as an effective way of educational
approach. The reason for this is the impact of experiential learning on the
development of learners’ metacognitive skills. The purpose of this study is to
determine the effects of experiential learning model on prospective teachers’
metacognitive learning strategies. The pre and post-test research pattern with
treatment and control groups was used throughout the study. The treatment
group received education through experiential learning model and the control
group was taught within a traditional teacher-centred approach. The sampling
consisted of 37 prospective chemistry teachers studying at Hacettepe
University. In the research, metacognitive learning strategies scale was used
as data collection tool. The results indicate that the average scores of
student teachers obtained from the metacognitive learning strategies increased
after the applications. These results show that the applicability of experiential
learning to high school chemistry curriculum out of teaching curricula rather
than those at the universities can be investigated.
Keywords
experiential learning chemistry laboratory metacognitive learning strategies metacognitive learning prospective chemistry teachers
References
- Akın, A. (2006). Başarı amaç oryantasyonları ile bilişötesi farkındalık, ebeveyn tutumları ve akademik başarı arasındaki ilişkiler (Yayımlanmamış Yüksek Lisans Tezi). Sakarya Üniversitesi, Sosyal Bilimler Enstitüsü, Sakarya.
- Alkan, F. (2016). Experiential learning: Its effects on achievement and scientific process skills. Journal of Turkish Science Education, 13(2), 15-26. doi:10.12973/tused.10164a.
- Armsby, P. (2012). Accreditation of experiential learning at doctoral level. Journal of Workplace Learning, 24 (2), 133–150. doi:10.1080/02601370.2013.778070
- Ayas, A., Çepni, S., and Akdeniz, A.R. (1993). Development of the Turkish secondary science curriculum, Science Education, 77(4), 440-443.
- Bağcı, N., and Şimşek, S. (1999). The effects of different teaching methods in physics courses on the level of student's success. Gazi University Journal of Gazi Educational Faculty, 19(3), 79–88.
- Bahar, M., and Bilgin, I. (2003). Literature study of learning styles. Abant İzzet Baysal University Graduate School of Social Sciences Journal of Social Sciences, 1(1), 41–66.
- Barlow, G. (2015). The essential benefits of outdoor education. International School, 17(3), 53-55.
- Bayındır, N. (2006). Öğrenme stratejilerinin öğretimi ve bilişsel süreçlere yansıması (Yayınlanmamış Doktora Tezi). Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
- Breunig, M., Murtell, J., and Russell, C. (2014). Students’ experiences with/in integrated environmental studies programs in Ontario. Journal of Adventure Education and Outdoor Learning, 15, 267-283. doi:10.1080/14729679.2014.955354.
- Brezin, M. J. (1980). Cognitive monitoring: From learning theory to instructional applications. Educational Communications and Technology Journal, 28, 227-242.
- Brown, A.L. (1980). Metacognitive development and reading. In R.J. Spiro, B. Bruce, W. Brewer (Eds.), Theoretical issues in reading comprehension. Hillsdale, NJ: Lawrence Erbaum.
- Burke, B. M. (2013). Experiential professional development: A model for meaningful and longlastingchange in classrooms. Journal of Experiential Education, 36(3), 247-263.
- Cheung, M., and Delavega, E. (2014). Five-way experiential learning model for social work education. Social Work Education: The International Journal, 33, 1070-1087.
- Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
- Cumming, J., Woodcock, C., Cooley, S. J., Holland, M. J. G., and Burns, V. E. (2014). Selfassessment of groupwork skills in higher education. Assessment and Evaluation in Higher Education, 40, 988-1001. doi:10.1080/02602938.2014.957642.
- Dolotallas, A.C., and Nagtalon, J.A. (2015). The effect of experiential learning approach on the students’ performance in Filipino. Journal of Education and Social Policy, 2(6), 62-65.
- Dunslosky, J., and Thiede, K.W. (1998). What makes people study more? An evaluation of factors that affect self-paced study. Acta Psychologica, 98, 37–56.
- Ergün, M., and Özdaş, A. (1997). Principles and methods of teaching. Istanbul: Kaya Press.
- Ernst, J.V. (2013). Impact of experiential learning on cognitive outcome in technology and engineering teacher preparation. Journal of Technology Education, 24(2), 31–40.
- Fägerstam, E. (2014). High school teachers’ experience of the educational potential of outdoor teaching and learning. Journal of Adventure Education and Outdoor Learning, 14, 56-81.
- Flavell, J.H. (1979). Metacognitive and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34, 906-911.
- Fowler, J. (2007). Experiential learning and its facilitation. Nurse Education Today, 28, 427-433.
- Green, S.B., and Salkind, N.J. (2008). Using SPSS for Window and Macintosh: Analyzing and understanding data (5th Ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
- Groves, M., Leflay, K., Smith, J., Bowd, B., and Barber, A. (2013). Encouraging the development of higher-level study skills using an experiential learning framework. Teaching in Higher Education. Retrieved from http://dx.doi.org/10.1080/13562517.2012.753052
- Güven, İ., and Gürdal, A. (2002). The effect of experiments on the learning in secondary physics courses.Proocedings of the 5th National Science and Mathematics Education Congress (2002, Semptember), Ankara.
- Hacker, D.J., and Dunlosky, J. (2003). Not all metacognition is created equal. New Directions for Teaching and Learning, 95, 73-79.
- Harden, S. M., Allen, K. C., Chau, C. N., Parks, S. L., and Zanko, A. L. (2012). Experiential learning in graduate education: Development, delivery, and analysis of an evidence-based intervention. Creative Education, 3, 649-657.
- Healey, M., and Jenkins, A. (2000). Kolb’s experimental learning theory and its application in geography in higher education. Journal of Geography, 99, 185–195.
- Hein, T.L., and Bundy, D.D. (2000). Teaching to students’ learning styles: Approaches that work. Frontiers in Education Conference. San Juan, Puerto Rico.
- Ives-Dewey, D. (2009). Teaching experiential learning in geography: Lessons from planning, Journal of Geography, 107(4-5), 167-174.doi:10.1080/00221340802511348
- James, J. K., and Williams, T. (2017). School-based experiential outdoor education: A neglected necessity, Jorunal of Experiential Education, 40(1), 58-71. doi: 10.1177/1053825916676190.
- Kaptan, F. (1998). Science teaching. Ankara: Anı Press.
- Kılıç, E. (2002). Learning activitıes preference of the dominant learning style in web-based learning, and its impact on academic achievement (Unpublished master thesis). Ankara University, Ankara.
- Klein, E. J., and Riordan, M. (2011). Wearing the “student hat”: Experiential professional development in expeditionary learning schools. Journal of Experiential Education, 34(1), 35-54.
- Kolb, D.A. (1984). Experiential learning: Experiencies as the source of learning and development. Englewood Cliffs, N.J.:Prentice-Hall.
- Kolb, D.A. (2000). Facilitator’s guide to learning. Boston: Hay Resources Direct.
- Kolb, A.Y., and Kolb, D.A. (2006). Learning styles and learning spaces: A review of the multidisciplinary application of experiential learning theory in higher education. In R. R. Sims, and S. J. Sims (Eds.), Learning styles and learning: A key to meeting the accountability demands in education(pp. 45–92). New York: Nova Science Publishers.
- Kolb, A.Y., and Kolb, D.A. (2012). Metacognitive Experiential Learning. In N.M. Seel (Eds.), Encyclopedia of the Sciences of Learning (pp. 2234- 2236), New York: Springer.
- Kolb, D.A., and Yeganeh, B. (2011). Deliberate experiential learning: Mastering the art from learning from experience, ORBH Working paper case, Western Reserve University, Retrieved from http://learningfromexperience.com/research_library/deliberate-experiential-learning/
- Lucangeli, D., and Cornoldi, C. (1997). Mathematics and metacognition: What is the nature of relationship? Mathematical Cognition, 3, 121-139.
- Mak, B., Lau, C., and Wong, A. (2017). Effects of experiential learning on students: An ecotourism service-learning course. Journal of Teaching in Travel and Tourism, 17(2), 85-100. doi: 10.1080/15313220.2017.1285265
- Manolis, C., Burns, D.J., Assudani, R., and Chinta, R. (2013). Assessing experiential learning styles: A methodological reconstruction and validation of the Kolb Learning Style Inventory. Learning and Individual Differences, 23, 44–52. http://dx.doi.org/10.1016/j.lindif.2012.10.009
- Namlu, G.A. (2004). Bilişötesi öğrenme stratejileri ölçme aracının geliştirilmesi: Geçerlilik ve güvenirlik çalışması. Sosyal Bilimler Dergisi, 2, 123-136.
- Ormrod, J.E. (2004). Human Learning. Upper Saddle River, NJ: Pearson Prentice Hall.
- Oxford, R. N. (1990). Language learning strategies: What every teacher should know. Boston, Massachusetts: Heinle and Heinle Publishers.
- Özer, B. (2008). Öğrencilere öğrenmeyi öğretme, A. Hakan (Ed.). Öğretmenlik meslek bilgisi alanındaki gelişmeler(ss. 139-152). Eskişehir: Anadolu Üniversitesi Açıköğretim Fakültesi Yayınları.
- Pallisera, M., Fullana, J., Palaudarias, J. M., and Badosa, M. (2013). Personal and professional development (or use of self) in social educator training. An experience based on reflective learning. Social Work Education: The International Journal, 32(5), 576–589. doi:10.1080/02615479.2012.701278.
- Petrocelli, J.V., Seta, C.E., and Seta, J.J. (2013): Dysfunctional counterfactual thinking: When simulating alternatives to reality impedes experiential learning, Thinking and Reasoning, 19(2), 205-230. doi:10.1080/13546783.2013.775073.
- Ramburuth, P., and Daniel, S. (2011). Integrating experiential learning and cases in international business. Journal of Teaching in International Business, 22(1), 38–50. doi: 10.1080/08975930.2011.585917.
- Reynolds, M., and Vince, R. (Eds.) (2007). The handbook of experiential learning and management education. New York, NY: Oxford University Press.
- Schraw, G., and Dennison, R. (1994). Assessing metacognitive awareness, Contemporary Educational Psychology, 19, 460-470.
- Serin, G. (2002). Laboratory in science education. Proceedingsof theScience Education Symposium, 403-406, Istanbul.
- Shellman, A. (2014). Empowerment and experiential education: A state of knowledge paper. Journal of Experiential Education, 37 (1), 18-30. doi:10.1177/1053825913518896
- Singer, S.R., Hilton, M.I., and Schweingruber, H. A. (2006). committee on high school laboratories: Role and vision. America’s Lab Report: Investigations in High School Science, Washington, DC: National Academies Press. Retrieved from http://www.nap.edu/catalog/11311.html
- Sternberg, R.J. (1988). Intelligence applied. Orlando, FL: Harcourt Brace Jovanovich.
- Svinicki, M.D., and Dixon, N.M. (1987). Kolb model modified for classroom activities. College Teaching, 35, 141–146.
- Thornburn, M., and Marshall, A. (2014). Cultivating lived-body consciousness: Enhancing cognition and emotion through outdoor learning. Journal of Pedagogy, 5, 115-132.
- Turesky, E. F., and Gallagher, D. (2011). Know thyself: Coaching for leadership using Kolb's experiential learning theory. Coaching Psychologist, 7(1), 5–14.
- Wu, P.J., He, H.P., Weng, T.S., and Yang, L.H. (2013). The experiential learning and outdoor education in Taiwan elementary school. Social Science and Health, 19, 115-121.
- Wurdinger, S. D., and Carlson, J. A. (2010). Teaching for experiential learning: Five approaches that work. Lanham, MD: Rowman and Littlefield Education.
- Yoon, S. H. (2000). Using learning style and goal accomplishment style to predict academic achievement in middle school geography students in Korea (Unpublished Doctoral Dissertation). University of Pittsburg.
There are 61 citations in total.
Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Research Article |
| Authors | |
| Publication Date | December 31, 2017 |
| Published in Issue | Year 2017Volume: 6 Issue: 3 |
