The Rationale for Experiential-Participatory Learning. Working Papers in Early Childhood Development 16.Reportar como inadecuado




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Experiential learning has been defined as the process whereby knowledge is created through the transformation of the experience of the learner who is at the center of the learning process. Modern experiential learning theory begins with John Dewey and his Experience and Education (1938). Coleman (1976) describes traditional learning as information assimilation and the steps in experiential learning as being almost the reverse of those in traditional learning. Other contributors to experiential learning are Lewin, Piaget, Jung, Rogers, Perls, Maslow, Freire, and Illich. The body of theory relating to experiential learning includes theories of learning and teaching, the relationship of theory and practice in training, and adult learning and adult learners. Introducing experiential training methods presents such problems as the self-perpetuating nature of learning, credibility, large numbers of trainees, and the training of trainers. Trainers who want to design their own training course using experiential methods should decide that practice will be the focus of the training, begin with a diagnostic approach, avoid beginning courses with theory, use analysis of practice as the basis of the group training session, encourage peer support, spend time with trainees in their practice situation, be sensitive to cultural and traditional practices, develop materials and activities, and review assessment methods. Contains 18 references, an 18-item bibliography, and a 16-item list of Working Papers in Early Childhood Development.) (YLB)

Descriptors: Active Learning, Adult Education, Adult Learning, Child Development, Class Activities, Experiential Learning, Learning Activities, Student Participation, Teaching Methods, Training

Bernard van Leer Foundation, Communications Section, P.O. Box 82334, 2508 EH The Hague, The Netherlands (single copies free; multiple copies: charge for postage and handling).









Autor: Torkington, Kate

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12030&id=ED392940







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