Pub Date : 2022-07-25DOI: 10.1177/10538259221115826
Matthew A. Widmer, J. LeCheminant, M. Widmer, William Christensen
Background: Little is known about the effects of outdoor behavioral healthcare on participants’ body composition or about the relationship between body changes and indicators of mental health. Purpose: The purpose of the current study was to compare body and mental health changes in adolescents in an 8-week adventure therapy program. Methodology/Approach: In this observational study, we analyzed pre- and posttest weight, body composition, and psychological dysfunction in male and female adolescent participants (N = 112) in an adventure therapy program. Body composition variables were assessed using bioelectrical impedance analysis. Psychological dysfunction was measured using the Youth Outcome Questionnaire (YOQ). We also analyzed the relationship between body changes and changes in YOQ scores. Findings/Conclusions: Overall, from entry into the program (pre) to time of discharge (post), body weight, BMI, and body fat percentage significantly decreased (ps ≤ .0014). Likewise, all YOQ variables significantly improved (scores reduced) over the course of the study (ps ≤ .0003). Changes in body composition and YOQ score were not associated. Implications: Adolescent participation in adventure therapy is significantly associated with improvements in BMI, body weight and composition, and psychological dysfunction. However, changes in body composition and psychological dysfunction do not appear to be associated.
{"title":"Effects of an Eight-Week Wilderness Adventure Program on Body Composition and Mental Health of Adolescents","authors":"Matthew A. Widmer, J. LeCheminant, M. Widmer, William Christensen","doi":"10.1177/10538259221115826","DOIUrl":"https://doi.org/10.1177/10538259221115826","url":null,"abstract":"Background: Little is known about the effects of outdoor behavioral healthcare on participants’ body composition or about the relationship between body changes and indicators of mental health. Purpose: The purpose of the current study was to compare body and mental health changes in adolescents in an 8-week adventure therapy program. Methodology/Approach: In this observational study, we analyzed pre- and posttest weight, body composition, and psychological dysfunction in male and female adolescent participants (N = 112) in an adventure therapy program. Body composition variables were assessed using bioelectrical impedance analysis. Psychological dysfunction was measured using the Youth Outcome Questionnaire (YOQ). We also analyzed the relationship between body changes and changes in YOQ scores. Findings/Conclusions: Overall, from entry into the program (pre) to time of discharge (post), body weight, BMI, and body fat percentage significantly decreased (ps ≤ .0014). Likewise, all YOQ variables significantly improved (scores reduced) over the course of the study (ps ≤ .0003). Changes in body composition and YOQ score were not associated. Implications: Adolescent participation in adventure therapy is significantly associated with improvements in BMI, body weight and composition, and psychological dysfunction. However, changes in body composition and psychological dysfunction do not appear to be associated.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":"67 1","pages":"141 - 160"},"PeriodicalIF":1.5,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83769546","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}
Pub Date : 2022-07-21DOI: 10.1177/10538259221115580
A. Gal
Background: A Green school (GS) is one way to attempt to reduce the environmental crisis. Teaching in green schools, which is established on a place-based education (PBE) approach that adopts outdoor and experiential learning, should provide students with a holistic view of the environmental crisis that connects local processes to global processes. Purpose: To explore the environmental perspective of fourth-grade students who participate in an experiential outdoor PBE program by examining how they link local, natural phenomena to the global environmental crisis. Methodology/Approach: Phenomenological methods were used in the interpretive approach through student drawing and explanation analysis. Findings/Conclusions: Students could not seem to link the local natural phenomena to a more extensive picture of the global environmental crisis. Implications: We recommend that teachers in green schools who emphasize PBE rethink the incorporation of the concept of “environmental crisis.” The analogy of assembling a puzzle may allow switching from looking at the global picture to examining at the local level. In this way, they may provide students with a more holistic view of the environmental crisis.
{"title":"Puzzle Pieces but Not the Big Picture—How Students from a Green School Perceive the Environmental Crisis from Teachers’ Point of View","authors":"A. Gal","doi":"10.1177/10538259221115580","DOIUrl":"https://doi.org/10.1177/10538259221115580","url":null,"abstract":"Background: A Green school (GS) is one way to attempt to reduce the environmental crisis. Teaching in green schools, which is established on a place-based education (PBE) approach that adopts outdoor and experiential learning, should provide students with a holistic view of the environmental crisis that connects local processes to global processes. Purpose: To explore the environmental perspective of fourth-grade students who participate in an experiential outdoor PBE program by examining how they link local, natural phenomena to the global environmental crisis. Methodology/Approach: Phenomenological methods were used in the interpretive approach through student drawing and explanation analysis. Findings/Conclusions: Students could not seem to link the local natural phenomena to a more extensive picture of the global environmental crisis. Implications: We recommend that teachers in green schools who emphasize PBE rethink the incorporation of the concept of “environmental crisis.” The analogy of assembling a puzzle may allow switching from looking at the global picture to examining at the local level. In this way, they may provide students with a more holistic view of the environmental crisis.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":"70 1","pages":"215 - 237"},"PeriodicalIF":1.5,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90487359","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}
Pub Date : 2022-07-21DOI: 10.1177/10538259221115825
Kathy Chau Rohn, P. Conway
Background: Research shows that participation in outdoor adventure education (OAE) programs can confer individual educational, psychological, and social benefits that relate to college student thriving. Purpose: This qualitative study examined the experiences of college students who took a semester's leave to backpack the Appalachian Trail (AT) in order to understand how self-guided and immersive outdoor experiences can facilitate traits related to college student thriving. Methodology/Approach: We employed a longitudinal phenomenological approach and experience sampling to gain a holistic understanding of four college students’ experiences thru-hiking and transitioning back to college. The two primary sources of data included audio diaries and semi-structured pre-, mid-, and post-hike interviews. Findings/Conclusion: We found the self-guided and immersive nature of thru-hiking enabled participants to deal with immediate tasks while engaging in deep self-reflection about life on and off trail. Additionally, participants discovered how to integrate individual and broader group goals while also developing self-efficacy, self-confidence, and resilience when dealing with unforeseen circumstances. Implications: Our study suggests that providing opportunities for intensive and prolonged student-led and student-chosen outdoor experiences can meaningfully contribute to the development of traits related to interpersonal, intrapersonal, and academic components of college student thriving.
{"title":"Thru-hiking and Thriving: Exploring College Student Experiences on the Appalachian Trail","authors":"Kathy Chau Rohn, P. Conway","doi":"10.1177/10538259221115825","DOIUrl":"https://doi.org/10.1177/10538259221115825","url":null,"abstract":"Background: Research shows that participation in outdoor adventure education (OAE) programs can confer individual educational, psychological, and social benefits that relate to college student thriving. Purpose: This qualitative study examined the experiences of college students who took a semester's leave to backpack the Appalachian Trail (AT) in order to understand how self-guided and immersive outdoor experiences can facilitate traits related to college student thriving. Methodology/Approach: We employed a longitudinal phenomenological approach and experience sampling to gain a holistic understanding of four college students’ experiences thru-hiking and transitioning back to college. The two primary sources of data included audio diaries and semi-structured pre-, mid-, and post-hike interviews. Findings/Conclusion: We found the self-guided and immersive nature of thru-hiking enabled participants to deal with immediate tasks while engaging in deep self-reflection about life on and off trail. Additionally, participants discovered how to integrate individual and broader group goals while also developing self-efficacy, self-confidence, and resilience when dealing with unforeseen circumstances. Implications: Our study suggests that providing opportunities for intensive and prolonged student-led and student-chosen outdoor experiences can meaningfully contribute to the development of traits related to interpersonal, intrapersonal, and academic components of college student thriving.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":"123 12 1","pages":"161 - 179"},"PeriodicalIF":1.5,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83315059","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}
Pub Date : 2022-06-21DOI: 10.1177/10538259221109374
J. Garwood, Corey Peltier, Stephen Ciullo, Daniel R. Wissinger, J. McKenna, M. Giangreco, Colby T. Kervick
Background: There are many examples of school-based interventions involving a service learning project aimed at helping students with disabilities, but it is potentially more impactful on the students with disabilities for them to be active participants in service learning, rather than merely its recipients. Purpose: The purpose of this article is to present a synthesis and analysis of all available research studies focused on service learning where the students with disabilities were active participants in the service learning, rather than passive recipients of interventions. Methodology/Approach: We assessed all available studies (N = 13), including eight peer-reviewed journal articles and five dissertations, for content and for research quality according to established design standards for quantitative (n = 3), qualitative (n = 6), and mixed methods (n = 4) research. Findings/Conclusions: Favorable evidence in support of service learning participation for students with disabilities exists in the available qualitative and mixed methods research, but evidence from quantitative research is lacking. Implications: The activity-based, often motivating opportunities to learn and apply a wide range of academic and functional life skills are abundant in service learning. We urge practitioners to consider implementing this practice, while also noting the need for more empirical research.
{"title":"The Experiences of Students with Disabilities Actually Doing Service Learning: A Systematic Review","authors":"J. Garwood, Corey Peltier, Stephen Ciullo, Daniel R. Wissinger, J. McKenna, M. Giangreco, Colby T. Kervick","doi":"10.1177/10538259221109374","DOIUrl":"https://doi.org/10.1177/10538259221109374","url":null,"abstract":"Background: There are many examples of school-based interventions involving a service learning project aimed at helping students with disabilities, but it is potentially more impactful on the students with disabilities for them to be active participants in service learning, rather than merely its recipients. Purpose: The purpose of this article is to present a synthesis and analysis of all available research studies focused on service learning where the students with disabilities were active participants in the service learning, rather than passive recipients of interventions. Methodology/Approach: We assessed all available studies (N = 13), including eight peer-reviewed journal articles and five dissertations, for content and for research quality according to established design standards for quantitative (n = 3), qualitative (n = 6), and mixed methods (n = 4) research. Findings/Conclusions: Favorable evidence in support of service learning participation for students with disabilities exists in the available qualitative and mixed methods research, but evidence from quantitative research is lacking. Implications: The activity-based, often motivating opportunities to learn and apply a wide range of academic and functional life skills are abundant in service learning. We urge practitioners to consider implementing this practice, while also noting the need for more empirical research.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":"101 1","pages":"5 - 31"},"PeriodicalIF":1.5,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77425272","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}
Pub Date : 2022-06-01DOI: 10.1177/10538259211045385
W. Holland, R. B. Powell, K. K. Holland, B. Garst, Elizabeth D. Baldwin, Cassie F. Quigley
Background: Continuing education programs for teachers seek to enhance outcomes for participants and their students. Experiential wilderness-based programs offer outdoor-recreational activities and experiential teaching initiatives. Research needs to be conducted to reveal how they influence individual behaviors. Purpose: This research investigated whether a wilderness-based program influenced individual beliefs and confidence in using experiential teaching methods within a classroom. Methodology/Approach: A pre-, post-, and follow-up closed survey was administered to educators who had participated in the North Carolina Outward Bound Educators Initiative (NCOBEI) 2017–2018. Furthermore, retrospective follow-up surveys were administered to alumni (years 2007–2016). Responses were analyzed to determine how participants integrated learning within the classroom. Findings/Conclusions: Participation positively influenced educators’ beliefs, confidence, and intentions to implement experiential techniques within the classroom immediately following the experience, although the benefits diminished over time. Educator beliefs and confidence were poor predictors of using experiential learning in the classroom. Implications: Experiential wilderness-based professional development (PD) has the potential to positively build confidence and skills for use in the classroom. PD and future research should address how to perpetuate the influence of wilderness-based continuing PD programs at the individual and institutional levels.
{"title":"Experiential Wilderness-Based Professional Development: Beliefs and Confidence of Participant Educators","authors":"W. Holland, R. B. Powell, K. K. Holland, B. Garst, Elizabeth D. Baldwin, Cassie F. Quigley","doi":"10.1177/10538259211045385","DOIUrl":"https://doi.org/10.1177/10538259211045385","url":null,"abstract":"Background: Continuing education programs for teachers seek to enhance outcomes for participants and their students. Experiential wilderness-based programs offer outdoor-recreational activities and experiential teaching initiatives. Research needs to be conducted to reveal how they influence individual behaviors. Purpose: This research investigated whether a wilderness-based program influenced individual beliefs and confidence in using experiential teaching methods within a classroom. Methodology/Approach: A pre-, post-, and follow-up closed survey was administered to educators who had participated in the North Carolina Outward Bound Educators Initiative (NCOBEI) 2017–2018. Furthermore, retrospective follow-up surveys were administered to alumni (years 2007–2016). Responses were analyzed to determine how participants integrated learning within the classroom. Findings/Conclusions: Participation positively influenced educators’ beliefs, confidence, and intentions to implement experiential techniques within the classroom immediately following the experience, although the benefits diminished over time. Educator beliefs and confidence were poor predictors of using experiential learning in the classroom. Implications: Experiential wilderness-based professional development (PD) has the potential to positively build confidence and skills for use in the classroom. PD and future research should address how to perpetuate the influence of wilderness-based continuing PD programs at the individual and institutional levels.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":"99 1","pages":"117 - 135"},"PeriodicalIF":1.5,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74218108","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}
Pub Date : 2022-05-18DOI: 10.1177/10538259221094717
Jayson O. Seaman
follow-ing ’ subsequent beliefs about implementing experiential The study points to the importance and effectiveness development
研究指出了发展的重要性和发展的有效性
{"title":"JEE Editor Letter 45(2)","authors":"Jayson O. Seaman","doi":"10.1177/10538259221094717","DOIUrl":"https://doi.org/10.1177/10538259221094717","url":null,"abstract":"follow-ing ’ subsequent beliefs about implementing experiential The study points to the importance and effectiveness development","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":"24 1","pages":"115 - 116"},"PeriodicalIF":1.5,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82162827","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}
Pub Date : 2022-05-16DOI: 10.1177/10538259221090599
Tara D. Hudson, Jay W. Brandenberger
Background: Social responsibility and democratic citizenship are essential outcomes of a college education. Yet limited research has examined how college experiences may relate to students’ moral and prosocial development, qualities that ground responsibility and citizenship. Purpose: This research sought to identify the college experiences, including six types of community engagement, associated with moral and prosocial developmental outcomes. Methodology/Approach: Participants (n = 675) completed a survey consisting of items addressing their college experiences, attitudes and beliefs concerning social inequity and responsibility toward others, and six moral and prosocial outcomes. Blocked regression models assessed relationships between predictor variables (experiences and attitudes/beliefs) and the outcomes. Findings/Conclusions: Participation in public service was the only community engagement experience to predict any of the six outcomes. Rather, the attitudes and beliefs students hold seem to have a much greater relationship with moral and prosocial outcomes. Implications: Students’ existing attitudes and orientations to moral and prosocial concerns may determine which types of community engagement experiences they are attracted to and how these experiences may influence students’ development. Colleges and universities should therefore provide multiple modes of participation in community engagement rather than assuming a single type of engagement fosters all students’ development.
{"title":"College Students’ Moral and Prosocial Responsibility: Associations with Community Engagement Experiences","authors":"Tara D. Hudson, Jay W. Brandenberger","doi":"10.1177/10538259221090599","DOIUrl":"https://doi.org/10.1177/10538259221090599","url":null,"abstract":"Background: Social responsibility and democratic citizenship are essential outcomes of a college education. Yet limited research has examined how college experiences may relate to students’ moral and prosocial development, qualities that ground responsibility and citizenship. Purpose: This research sought to identify the college experiences, including six types of community engagement, associated with moral and prosocial developmental outcomes. Methodology/Approach: Participants (n = 675) completed a survey consisting of items addressing their college experiences, attitudes and beliefs concerning social inequity and responsibility toward others, and six moral and prosocial outcomes. Blocked regression models assessed relationships between predictor variables (experiences and attitudes/beliefs) and the outcomes. Findings/Conclusions: Participation in public service was the only community engagement experience to predict any of the six outcomes. Rather, the attitudes and beliefs students hold seem to have a much greater relationship with moral and prosocial outcomes. Implications: Students’ existing attitudes and orientations to moral and prosocial concerns may determine which types of community engagement experiences they are attracted to and how these experiences may influence students’ development. Colleges and universities should therefore provide multiple modes of participation in community engagement rather than assuming a single type of engagement fosters all students’ development.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":"15 1","pages":"52 - 79"},"PeriodicalIF":1.5,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87428044","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}
Pub Date : 2022-05-02DOI: 10.1177/10538259221096804
M. Ramírez, P. Allison
Background: Youth expeditions are regarded as beneficial and even “life-changing” experiences for young people, however the evidence on their perceived long-term impact is limited. Purpose: The purpose of this research was to examine the perceived long-term influence of expeditions in participants’ lives 29 and more years after going on a 3–6 week land-based self-sufficient wilderness expedition. Methodology/Approach: This study used a retrospective two-phase sequential research design. The first phase involved a web-based survey followed by individual semi-structured interviews in the second phase. Findings/Conclusions: For the majority of the 144 web-based survey respondents (93.8%), their first BES expedition experience was “enjoyable and meaningful”. Twenty-six interviews were conducted with people who had gone on their first BES expedition 29 to 66 years ago. Interviewed participants perceived seven long-lasting influences of expeditions: (1) ‘Connecting with others’, (2) ‘Fulfilling potential’ such as gaining confidence and resilience, (3) ‘Development of leisure activities and outdoor knowledge/skills’, (4) ‘Knowing thyself’, (5) ‘Sharing the experience’ to others, (6) ‘Impact on academic and professional life’, and (7) ‘Connecting with nature and the world’. Implications: This study provides evidence that the influence of wilderness expedition experiences can be long-lasting and significant on participants’ lives 29 and more years later.
{"title":"The Perceived Long-Term Influence of Youth Wilderness Expeditions in Participants’ Lives","authors":"M. Ramírez, P. Allison","doi":"10.1177/10538259221096804","DOIUrl":"https://doi.org/10.1177/10538259221096804","url":null,"abstract":"Background: Youth expeditions are regarded as beneficial and even “life-changing” experiences for young people, however the evidence on their perceived long-term impact is limited. Purpose: The purpose of this research was to examine the perceived long-term influence of expeditions in participants’ lives 29 and more years after going on a 3–6 week land-based self-sufficient wilderness expedition. Methodology/Approach: This study used a retrospective two-phase sequential research design. The first phase involved a web-based survey followed by individual semi-structured interviews in the second phase. Findings/Conclusions: For the majority of the 144 web-based survey respondents (93.8%), their first BES expedition experience was “enjoyable and meaningful”. Twenty-six interviews were conducted with people who had gone on their first BES expedition 29 to 66 years ago. Interviewed participants perceived seven long-lasting influences of expeditions: (1) ‘Connecting with others’, (2) ‘Fulfilling potential’ such as gaining confidence and resilience, (3) ‘Development of leisure activities and outdoor knowledge/skills’, (4) ‘Knowing thyself’, (5) ‘Sharing the experience’ to others, (6) ‘Impact on academic and professional life’, and (7) ‘Connecting with nature and the world’. Implications: This study provides evidence that the influence of wilderness expedition experiences can be long-lasting and significant on participants’ lives 29 and more years later.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":"3 1","pages":"99 - 114"},"PeriodicalIF":1.5,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89619385","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}
Background: In countries that endorse science, technology, engineering, and mathematics (STEM) education as an educational movement, design-based learning is deemed a pedagogical approach. Purpose: Because the integration of the engineering design process and scientific investigation has been an issue in science education, this study examined the effect of initial design experience on students’ understanding of pulleys. Methodology/Approach: We used quasi-experimental research, comparing two experimental groups with one control group in terms of their understanding of pulleys, measured by 10 multiple-choice conceptual questions. We used a one-way ANOVA and Tukey's HSD tests to compare the groups prior to and after design-based learning. Paired-sample t-tests were used to compare the pre- and postscores of each group. Findings/Conclusions: The results indicate that, while the experimental groups did not have a better understanding of pulleys than the control group did in the pretest, they outperformed the control group in the posttest. Moreover, although the control group did not demonstrate a significant improvement, the experimental groups did so with large effect size. Implications: Based on the premises of experiential education, it is suggested that, for design-based activities to be effective, students should design using their prior knowledge before engaging in scientific investigation.
{"title":"Effect of Initial Design Experience on Students’ Development of Scientific Understanding","authors":"Luecha Ladachart, Visit Radchanet, Wilawan Phothong","doi":"10.1177/10538259221098549","DOIUrl":"https://doi.org/10.1177/10538259221098549","url":null,"abstract":"Background: In countries that endorse science, technology, engineering, and mathematics (STEM) education as an educational movement, design-based learning is deemed a pedagogical approach. Purpose: Because the integration of the engineering design process and scientific investigation has been an issue in science education, this study examined the effect of initial design experience on students’ understanding of pulleys. Methodology/Approach: We used quasi-experimental research, comparing two experimental groups with one control group in terms of their understanding of pulleys, measured by 10 multiple-choice conceptual questions. We used a one-way ANOVA and Tukey's HSD tests to compare the groups prior to and after design-based learning. Paired-sample t-tests were used to compare the pre- and postscores of each group. Findings/Conclusions: The results indicate that, while the experimental groups did not have a better understanding of pulleys than the control group did in the pretest, they outperformed the control group in the posttest. Moreover, although the control group did not demonstrate a significant improvement, the experimental groups did so with large effect size. Implications: Based on the premises of experiential education, it is suggested that, for design-based activities to be effective, students should design using their prior knowledge before engaging in scientific investigation.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":"4 1","pages":"115 - 134"},"PeriodicalIF":1.5,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88253894","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}
Pub Date : 2022-04-12DOI: 10.1177/10538259221090622
Castel Sweet, Molly Malany Sayre, Kelly E. Bohrer
Background: The COVID-19 pandemic prompted instructors of many community-engaged learning (CEL) courses to utilize virtual CEL as a replacement for in-person CEL. Few assessments indicate whether in-person CEL student learning outcomes (SLOs) can be achieved through virtual CEL. Purpose: This study assesses whether an in-person CEL cohort and a virtual CEL cohort achieved the SLOs for a CEL course. Methodology/Approach: The sample for the study is students in the 2019 in-person CEL cohort (n = 13) and the 2020 virtual CEL cohort (n = 13) of a CEL course. Students’ reflective writing is analyzed using focused coding to evaluate the extent to which students achieved the SLOs. Findings/Conclusions: Findings indicate that both cohorts achieved the SLO about career exploration. The virtual CEL cohort did not as thoroughly achieve SLOs on cultural differences, community leadership, and working with others for local impact. The groups utilized reflective practices differently. In this case, virtual CEL was less effective than in-person CEL. Implications: Virtual CEL is not an exact substitute for in-person CEL. Effectiveness in achieving civic-oriented SLOs is likely to improve through further modification of pedagogical approaches and supplemental content and interactions.
{"title":"Virtual and In-Person Community-Engaged Learning: Is Student Learning Virtually the Same?","authors":"Castel Sweet, Molly Malany Sayre, Kelly E. Bohrer","doi":"10.1177/10538259221090622","DOIUrl":"https://doi.org/10.1177/10538259221090622","url":null,"abstract":"Background: The COVID-19 pandemic prompted instructors of many community-engaged learning (CEL) courses to utilize virtual CEL as a replacement for in-person CEL. Few assessments indicate whether in-person CEL student learning outcomes (SLOs) can be achieved through virtual CEL. Purpose: This study assesses whether an in-person CEL cohort and a virtual CEL cohort achieved the SLOs for a CEL course. Methodology/Approach: The sample for the study is students in the 2019 in-person CEL cohort (n = 13) and the 2020 virtual CEL cohort (n = 13) of a CEL course. Students’ reflective writing is analyzed using focused coding to evaluate the extent to which students achieved the SLOs. Findings/Conclusions: Findings indicate that both cohorts achieved the SLO about career exploration. The virtual CEL cohort did not as thoroughly achieve SLOs on cultural differences, community leadership, and working with others for local impact. The groups utilized reflective practices differently. In this case, virtual CEL was less effective than in-person CEL. Implications: Virtual CEL is not an exact substitute for in-person CEL. Effectiveness in achieving civic-oriented SLOs is likely to improve through further modification of pedagogical approaches and supplemental content and interactions.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":"19 1","pages":"80 - 98"},"PeriodicalIF":1.5,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76227512","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}
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