Intentionally Designed Thinking and Experience Spaces: What We Learned at Summer Camp

Autor/inn/en	Dahl, Tove I.; Sethre-Hofstad, Lisa; Salomon, Gavriel
Titel	Intentionally Designed Thinking and Experience Spaces: What We Learned at Summer Camp
Quelle	In: Learning Environments Research, 16 (2013) 1, S.91-112 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-012-9124-4
Schlagwörter	Children; Adolescents; Teaching Methods; Cognitive Processes; Simulation; Student Attitudes; Statistical Analysis; Immersion Programs; Second Language Learning; Summer Programs; Resident Camp Programs; Cultural Activities; Aesthetics; Nonschool Educational Programs; Nonformal Education; Interviews; Qualitative Research + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive process; Kognitiver Prozess; Simulation program; Simulationsprogramm; Schülerverhalten; Statistische Analyse; Immersionsprogramm; Zweitsprachenerwerb; Sommerkurs; Cultural activity; Kulturelle Aktivität; Ästhetik; Non-formal education; Non formal education; Nichtformale Bildung; Interviewing; Interviewtechnik; Qualitative Forschung
Abstract	How do young people experience camp, and how might that experience help us expand our understanding of what is possible in non-formal learning environments? In-depth interviews consisting of forced-choice and open-ended questions were conducted with 59 Concordia Language Villages residential camp participants who partake in a linguistically and culturally enriched grand simulation. This study focused on (1) quantitative assessments of their sense of safety and belonging, and (2) open-ended questions about the nature of the camp environment in general and as a learning place. From the qualitative data, we distilled participants' sense of camp as a learning place by analysing their responses in terms of theoretically-driven categories of "thinking space" qualities and data-driven categories of "experience space" qualities. As a thinking space, participants described the camp environment as a safe space characterized by support for thinking and development, room for identity-supportive interactions, room to experiment, and a place with mentoring adults and a second-home feeling. As an experience space, they emphasized the centrality of the program's daily activities (particularly simulations), the qualities of the people around them (diverse and community-focused), the physical setting of the program (particularly its aesthetics) and the instructional methods used (particularly language and cultural immersion). The relationship of these findings to our understanding of the nature of the thinking and experience spaces as program-specific and program-general phenomena is discussed. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10