The Value of Experiential Learning: A Case Study with an Interdisciplinary Study Abroad Course

Autor/inn/en	Prestholdt, Tara; Fletcher, Vail
Titel	The Value of Experiential Learning: A Case Study with an Interdisciplinary Study Abroad Course
Quelle	In: Bioscene: Journal of College Biology Teaching, 44 (2018) 2, S.17-23 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-2422
Schlagwörter	Interdisciplinary Approach; Study Abroad; Experiential Learning; Nonmajors; Learning Processes; Concept Formation; Evolution; Ethology; Ecology; Science Education; Biology; Majors (Students); Pretests Posttests; Undergraduate Students; Foreign Countries; Outcomes of Education; Science Tests; Tanzania + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Studies abroad; Auslandsstudium; Experiental learning; Erfahrungsorientiertes Lernen; Learning process; Lernprozess; Concept learning; Begriffsbildung; Ethologie; Ökologie; Naturwissenschaftliche Bildung; Biologie; Ausland; Lernleistung; Schulerfolg; Tansania
Abstract	Experiential learning provides students the time and space to participate in the process of learning by engaging in real, modern situations. Via hands on activities and reflection, students are able to assimilate new experiences with previous ones, and it has been repeatedly shown to improve student learning. We assessed how ten days of experiential learning in Tanzania, Africa affected student understanding and retainment of fundamental concepts in evolution, ecology, and ethology. We assessed 25 college students (n = 12 biology majors, n = 13 non-biology majors) with a pre- and post-test. The pre-test was announced to the students and given before travel, and a nearly identical post-test was unannounced and given four weeks after travel. Non-biology majors performed at least ~15-30% higher on their post-exam compared to their pre-exam, and biology majors performed 5-10% higher on their post-exam compared to their pre-exam. The success of our interdisciplinary course can partially be attributed to experiential learning, and our results suggest that experiential learning has a particular value to non-majors. (As Provided).
Anmerkungen	Association of College and Biology Educators. Web site: http://acube.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01