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Experience and Education
... Teniendo en cuenta lo anterior, es necesario revisar desde fundamentos teóricos comprobados, como el aprendizaje experiencial propuesto por Dewey (1938), es una propuesta efectiva en respuesta a las exigencias de las prácticas educativas actuales. ...
... Cabe mencionar que no todas las experiencias son significativas o educativas. Para que el aprendizaje experiencial sea genuino se debe cumplir la continuidad y la interacción (Dewey, 1938). ...
... Nota: Elaboración propia a partir de Rorty (1999), Dewey (1938), Biesta (2009) y Putnam (1981. Esta tabla compara la concepción de verdad, conocimiento, objetividad, currículo y evaluación, ilustrando cómo el neopragmatismo prioriza el contexto, la utilidad y el consenso sobre las nociones absolutas y universales de otros enfoques. ...
El propósito del libro "Pragmatismo: Una epistemología en movimiento" es explorar y
analizar el pragmatismo como una corriente filosófica centrada en el carácter dinámico, práctico y evolutivo del conocimiento humano. En los cinco capítulos que componen esta obra, se busca destacar cómo esta perspectiva aborda problemas epistemológicos al enfocarse en los efectos prácticos de las ideas, la utilidad de las creencias en la vida cotidiana y el papel de la experiencia en la construcción del conocimiento.
Además, el libro pretende posicionar al pragmatismo como una alternativa viva y relevante para enfrentar desafíos filosóficos y sociales contemporáneos, al tiempo que conecta teoría y acción en un marco crítico y transformador.
... Although he did not address the issue of adult education directly, experience is central to Dewey's (pragmatism) educational approach (Dewey, 1938) as well as Kolb's (experiential learning theory) learning cycle (Kolb, 1984). At the same time, the significance of the interaction with the environment is also a part of the Illeris' model (Illeris, 2004(Illeris, , 2018a(Illeris, , 2018b There were two categories of students in this research. ...
... According to Michelson (2020), the idea that experience is central to adult learning has influenced adult learning theory for many decades. Pätzold asserted that in a pragmatic learning cycle by Dewey (1938) learning is seen as an intrinsic human experience leading to growth which, besides contributing to social and economic development, also facilitates progress and humanization of society (Pätzold, 2011). However, according to Morris (2020) activities and all types of group work will foster learning. ...
... Moreover, it confirms that, albeit accidentally, experiential learning took place. On the one hand, that reflects the notion of lifelong learning in a social situation (Dewey, 1938;Jarvis, 2011;Knowles, 1970). On the other hand, this might represent a potential for designing programs for faculty professional development based on learning a language and may be the subject of future interdisciplinary research. ...
... Filsafat ini melihat pendidikan sebagai sarana untuk menumbuhkan kebiasaan berpikir kritis serta memaknai secara mendalam nilai-nilai moral yang berlaku secara universal.membangun pemahaman mereka melalui pengalaman langsung dan interaksi dengan lingkungan (Dewey, 1938). ...
... John Dewey, pelopor aliran ini, percaya bahwa pendidikan harus berpusat pada siswa dan mencerminkan kehidupan nyata. "Pendidikan yang baik adalah pendidikan yang memberikan kesempatan bagi siswa untuk belajar dari pengalaman mereka sendiri" (Dewey, 1938). ...
... Berakar pada filsafat pragmatisme John Dewey, metode ini mengintegrasikan aktivitas praktis dengan refleksi, sehingga siswa dapat menghubungkan pengalaman mereka dengan konsep-konsep yang dipelajari. Dewey berpendapat bahwa "pendidikan sejati terjadi ketika siswa aktif terlibat dalam situasi nyata dan menarik kesimpulan melalui pengalaman mereka sendiri" (Dewey, 1938). ...
Kajian filsafat pendidikan merupakan landasan penting dalam memahami dan merumuskan prinsip, nilai, serta arah pendidikan yang relevan dengan tantangan zaman modern. Penelitian ini bertujuan untuk mengeksplorasi kontribusi cabang-cabang filsafat seperti ontologi, epistemologi, dan aksiologi dalam membangun kerangka pendidikan yang holistik dan berorientasi pada nilai-nilai kemanusiaan. Metode penelitian yang digunakan adalah pendekatan kualitatif dengan studi literatur sebagai teknik utama, yang mencakup analisis terhadap karya-karya tokoh filsafat pendidikan seperti John Dewey dan Paulo Freire. Hasil kajian menunjukkan bahwa filsafat pendidikan tidak hanya berfungsi sebagai landasan teoritis, tetapi juga sebagai panduan praktis untuk merespons berbagai tantangan pendidikan, termasuk dehumanisasi sistem pembelajaran dan krisis nilai di tengah perkembangan teknologi. Temuan ini menegaskan bahwa pendekatan filosofis dalam pendidikan dapat memberikan arah yang lebih bermakna dan transformatif dalam membentuk individu yang tidak hanya cerdas secara intelektual tetapi juga bertanggung jawab secara moral dan sosial. Implikasi dari penelitian ini menunjukkan pentingnya integrasi perspektif filosofis dalam kurikulum dan kebijakan pendidikan nasional sebagai bagian dari reformasi sistem pendidikan yang berkelanjutan.
... Kolb [7] is an organization of learning that emphasizes on learners creating new knowledge, skills and attitudes by using experiences, previous knowledge or things that have been learned to stimulate reflection about those experiences to become new knowledge. The teacher stimulates and allows learners to create understanding and reason about experiences for learning by using analytical thinking skills to synthesize and evaluate knowledge using judgment, self-identity and learning ability of each learner [8,9]. ...
... He believes that learning experiences occur when individuals have participated in various activities and are able to observe what happens and then decide what can be used or what is important to be used as lessons for improvement and development in other activities in the future. Dewey [9] is currently used in education by emphasizing on learning management that allows learners to gain experience while studying so that learners can develop various skills and from that idea, there is a motivation for learning that comes from actual practice. It is a learning cycle that is continuously linked, namely the step of implementing stimulus (Impulse), which is the step that creates ideas or inspiration for learners, the step of observing the environment that occurs (Observation), which results in the step that brings what is seen in various situations. ...
... From the observation of the advisory faculty who attended the meeting, including discussions and questions about various tasks, it was found that students were able to answer questions about the work process clearly and were able to do it practically. In addition, the community-based project learning management model to promote 21st century learning skills is in line with Dewey's [9] experiential theory philosophy that emphasizes students to think, do, and solve problems. There is an integration of learning between knowledge, skills, and previous and new experiences. ...
This research aimed to study the effect of community-based project learning models on promoting learning skills, evaluating skills in implementing arts, culture, and local wisdom projects, and studying students’ opinions on community-based project-based learning. The target group was 4th-year students in the Program in Performing Arts Education, Faculty of Fine and Applied Arts, Rajamangala University of Technology Thanyaburi. Purposive sampling was used to select 78 students. The research instruments were 1) Learning management plan, 2) 21st-century learning skills assessment form, 3) Arts, culture, and local wisdom project skills assessment form, and 4) Student opinion survey form. The statistics used in the research were percentage, mean, standard deviation, and t-test. The results of the research found that a community-based project learning model promoted students’ learning skills with an overall average score at a very good level (x̅ = 4.62, S.D. 0.59). They had skills in implementing arts, culture, and local wisdom projects. The overall score was at a very good level (x̅ = 4.79, S.D. 0.52). When comparing project skills after organizing the activity, it was significantly higher than before organizing the activity at a statistical level of .05. The overall score was at a very good level (x̅ = 4.75, S.D. 0.61).
... Our pre-understanding, acquired through continuous personal experiences, is inevitably influenced by the past (Dewey, 1933). Life experience is often deeply embedded and tacit (Polanyi, 1967), remaining beneath the surface until conscious efforts are made to recall, revisit, and interpret past experiences (Dewey, 1938). ...
... Our efforts to reflect on the past require a deliberate revisitation of experiences, a process that is both useful and instructive as moments are critically re-examined (Dewey, 1938). This reexamination is essential and often unfolds naturally, sometimes with minimal effort, as emotions embedded in experiences prompt us to pause and mentally replay events. ...
... For instance, Figure 1 (Batista, 2007) presents Kolb's EL cycle and suggests that it is analogous to other models, such as Argyris and Schön's action research model. This similarity is not coincidental, as Kolb's learning cycle is deeply rooted in the foundational work of John Dewey (1938), who argued that all learning is interconnected, constructed, and grounded in experience. Additionally, past researchers such as Kurt Lewin, who developed enduring theories on action research, emphasized the importance of active learning in personal growth and development (Ryan, 2018). ...
Experiential learning (EL) is hands on authentic and practical learning. Learning by doing experiences connects knowledge with skills required within the experience. EL involves steps and over time via critical reflection, refinement and learning empower learners as they enhance individual and collaborative skills. EL is linked to secondary and tertiary education within co-operative education, practicums, clinical placements, internships, work terms, field experience, simulation, and virtual reality. EL supports students as they move towards certain roles in a progressively multifaceted society.
... A core principle of generative knowing aligns with the holistic application of theories of inquiry, viewing knowledge as inherently experiential, evolving through continuous interaction with the environment (Dewey, 1938(Dewey, /2015. This perspective challenges the traditional separation of inner subjective and outer objective realms, emphasizing their intertwined nature and the constant negotiation constituting the relational ontology (Haraway, 2016). ...
... A core principle of generative knowing aligns with the holistic application of theories of inquiry, viewing knowledge as inherently experiential, evolving through continuous interaction with the environment (Dewey, 1938(Dewey, /2015. This perspective challenges the traditional separation of inner subjective and outer objective realms, emphasizing their intertwined nature and the constant negotiation constituting the relational ontology (Haraway, 2016). ...
... This points to the value of cultivating half-baked knowledge (Dewey, 1938(Dewey, /2015 to expand students' ethical and imaginative capacities within the structured epistemic culture of engineering. While a single intervention may not transform students' perspectives, encouraging speculative interweaving of ideas allows students to explore and potentially reframe the culturally structured worlds shaping their situated knowledge. ...
This study presents an evidence-based argument for integrating participatory inquiry practices into AI education, using science fiction films as a primary tool for examining human-technology relationships. Through a media-enhanced co-inquiry approach, facilitators and students first explore the entanglements of human-technology interactions before engaging with AI nudges—productivity prompts introduced during time-constrained, interdependent assembly tasks in an experimental setting. A postphenomenological analysis of focus group interview data reveals that students’ collective responses to AI nudges reflect the competitive pedagogical culture of engineering, often reinforcing rigid, task-driven adaptation. However, moments of attunement to material conditions suggest that speculative thinking can serve as a catalyst for renegotiating entrenched norms of engineering rationality. By facilitating the movement of concepts and generating productive friction, speculation disrupts dominant conceptualizations of AI that the engineering community often readily subscribes to. This study highlights the necessity of a cultural shift in engineering education—one that embraces speculative inquiry as a means of fostering sociotechnical reflection and reimagining human-technology relations.
... Örneğin, bir öğrencinin bir konuyu anlaması ve bu nedenle kendini başarılı hissetmesi, Bandura'ya göre içsel bir ödüldür çünkü bu durumda öğrenci, kendi öznel değerlendirmesiyle olumlu bir sonuç elde etmiştir. Dewey (1997), ödül kavramını daha geniş bir eğitim felsefesi bağlamında ele almıştır. Ona göre, ödül sadece maddi veya fiziksel bir teşvik değildir; aynı zamanda öğrenme deneyiminin kendisi, öğrencinin ilgisini çeken etkinlikler ve yapılandırılmış öğrenme ortamları da ödül niteliği taşıyabilir. ...
... Somut ödüller, örneğin sertifikalar, rozetler, hediyeler veya özel ayrıcalıklar gibi fiziksel nesnelerdir. Soyut ödüller ise övgü, takdir, öğrencilerin başarılarını kutlama, olumlu geri bildirimler veya ilgi gösterme gibi davranışlardır (Maslow, 1970 (Rogers, 1995 (Dewey, 1997;Bartlett, 1932;Glasersfeld, 1995;Piaget, 1954;Vygotsky, 1938 (Küçükahmet, 2003). ...
Education is a planned and conscious process to develop individuals' knowledge, skills, values, and behaviors. It is known that teachers use rewards and punishments as instructional tools in this educational process. The implications of these methods have been debated from the past to the present. Recent studies in this field have changed many generally accepted notions. The aim of this research, in this context, is to determine the reflections of reward and punishment methods applied in the educational process on student behaviors, according to teachers' opinions.
This research is designed as a qualitative study within the phenomenological pattern. The study group consists of 20 teachers selected through maximum variation sampling and working in various types of schools in Samsun province during the 2022-2023 academic year. Data were collected using a semi-structured interview form developed by the researcher. The interview questions, intended for data collection, were finalized after obtaining expert opinions and conducting a pilot study. The data obtained from the research were analyzed using content and descriptive analysis techniques.
In the research findings, it was determined that the majority of teachers held positive views regarding the use of rewards and punishments. It was found that teachers predominantly preferred material rewards as a method of reinforcement, while the second type of punishment was the most commonly used form of discipline. Teachers argued that rewards are effective in enhancing students' academic achievement, whereas punishments are not considered effective. Additionally, teachers largely indicated that rewards and punishments effectively promote desired behaviors.
... Service learning is an educational approach that focuses on the experience of learners with an assumption that "experience is the foundation for learning; and various forms of community service are employed as the experiential basis for learning" (Morton and Troppe, 1996, p. 3). That said, service learning can be seen as an important mechanism that allows for a more active and engaged role of the students than in a passive classroom setting (Dewey, 1938). Similar to learning approaches such as internship and volunteerism, service learning finds its root in the experiential learning theory proposed by Dewey (1938) that emphasizes "learning by doing." ...
... That said, service learning can be seen as an important mechanism that allows for a more active and engaged role of the students than in a passive classroom setting (Dewey, 1938). Similar to learning approaches such as internship and volunteerism, service learning finds its root in the experiential learning theory proposed by Dewey (1938) that emphasizes "learning by doing." Subsequently, the concept was extended by Kolb (1984), who introduced an experiential learning cycle that has been widely adopted by service learning scholars (Salam et al., 2019). ...
Purpose
This study aims to introduce a theoretical model to investigate students’ ratings of their sense of belonging (SB) following their experience of a service learning activity. Specifically, this study examines the relationship between individual service learning components (i.e. practical skills (PS), interpersonal skills, citizenship and personal responsibility (PR)) and students’ satisfaction and then their subsequent SB.
Design/methodology/approach
This study explores how service learning can lead to increased satisfaction among local and non-local students, which in turn creates an SB at the university. Based on experiential learning theory, the study surveyed 96 participants who participated in a service learning activity and found that participation in such activity contributed to students’ satisfaction, which in turn affected their SB.
Findings
The results revealed that participants valued PS and PR aspects of the service learning activity. However, the results also found that there was no difference between local and non-local students in how satisfaction translated into an SB.
Practical implications
The insights gained from this study are beneficial to international branch campuses and policymakers on how to foster an SB among students while also providing a foundation for further investigation into diverse educational contexts and disciplines to effectively validate the impacts of service learning. As a whole, this study contributes to developing effective strategies that foster a more supportive academic environment.
Originality/value
The study is novel in the sense that it is one of the pioneering studies that explored the underlying factors and how pedagogical approaches can influence students' SB. Meanwhile, this study also examined how an SB is developed among students enrolled at offshore campuses as well as differences between the experiences of local and non-local students. These areas are relatively underexplored in the existing literature.
... Through career planning, college students can clarify career goals and directions, improve their career competitiveness, and thus stand out in the fierce job market. (Dewey, 1938) However, college students still face many issues in career planning. The main problems include a lack of self-awareness and career positioning, a lack of professional guidance and support, information asymmetry, and a lack of practical experience. ...
Background and Aims: With the rapid development of the social economy and the increasingly fierce employment competition, it is becoming increasingly difficult for college students to find a suitable job, requiring appropriate career planning to help them find a suitable job. Therefore, career planning has become an important part of helping them find a suitable job. It cannot only help students find the right role positioning, avoid blindly following the trend, but also promote personal development and maximize personal value. Through career planning, college students can clarify career goals and directions, improve their career competitiveness, and thus stand out in the fierce job market. This study compares the self-career planning before and after learning, the comparison of self-career planning after learning with the 70% standard, and the comparison of career planning after learning with the 70% standard. Methodology: The sample of this study was 30 first-year vocational students (1 class) in the academic year of 2024, School of Big Data and Artificial Intelligence at Zhengzhou University of Science and Technology by using cluster random sampling. This study used a group pretest and post-test design. The research instruments were 1) eight lesson plans, which means scores of the appropriateness were at 4.62 (S.D. = 0.52), 2) a self-career planning ability evaluation form with a reliability of 0.733, and 3) students’ satisfaction toward experiential learning questionnaire with a reliability of 0.728. The data was analyzed using mean, standard deviation, t-test for the dependent sample, and t-test for one sample. Result: The research findings revealed that: 1) Posttest scores of students’ self-career planning ability (70.13, S.D. =3.42) were greater than pretest scores (M=51.63, S.D.= 4.70) at the 0.01 level of statistical significance (t29 =43.75, p=0.001). 2) Students’ self-career planning ability after learning through experiential learning was statistically higher than the criterion of 70 percent at the 0.01 level of statistical significance (t29=28.22, p=0.001). 3) The overall mean scores of students’ satisfaction after learning through experiential learning were 4.03 out of a possible full mark of 5, and the standard deviation was 0.35, which was statistically higher than the criterion of 3.5 (70 percent) at the 0.01 level of statistical significance (t29=8.17, p=0.001). Conclusion: The body knowledge gained from this research was the utilization of experiential learning on a career planning course, which was mainly five steps in the experiential learning: Step 1 Warm-up and introduction, Step 2 Experience and practice, Step 3 Reflective observation, Step 4 Abstract generalization, Step 5 Application. Explain a little that 5 teaching steps can improve self-care planning.
... The conceptual framework for informal learning is grounded in experiential learning theory, pioneered by Dewey (1938) and later expanded on by the work of Kolb (1984) and others. Schugurensky (2000) suggested that there are three forms of informal learning: (i) self-directed learning, which is both intentional and conscious without the assistance of an instructor or facilitator; (ii) incidental learning, which is an unintentional but conscious process that takes place in the course of doing work; and (iii) socialization, which refers to the internalization of values, attitudes, behaviors or skills that occur during everyday life and that is both unintentional and unconscious. ...
... The apply phase is a response to the oft-quoted lament that our education system is producing graduates who can recount distinct bits of disjointed information but are unable to produce original thoughts, solutions, or ideas on important local and global issues. As pointed out by Dewey (1938) that meaningful learning allows the learner to reflect on their experiences and to extract from them knowledge that can be used to serve us better in the future. The Application phase has a specific requirement: to be able to successfully apply a concept, phenomenon, or theory learnt in the classroom, learners should be able to use it to explain a phenomenon or solve a problem found in the real world. ...
This paper traces the implementation of a pedagogical framework in a low-cost private school in Karachi designed to put students’ engagement with the world at the center of the learning process. The need for such a framework arose as a response to the realization that education system in Pakistan is lagging behind in preparing children of a post-information future. Through classroom observations, formal and informal interviews, and assessment of lesson plans conducted over the period of a year, the study investigated whether a learning cycle based on experiential learning could enhance student engagement in the learning process and help them develop the skills necessary to navigate an increasingly uncertain future. The observations before and after the training revealed significant impact on such variables as divergent thinking, the ability to ask open-ended questions, and willingness to probe concepts deeper as opposed to passive learning.
... Dewey's influence can be seen in the center of the CoI, which has three core concepts, or "presences," overlapping to provide an ideal learning experience. In the present context, CoI assumes that effective online learning requires the development of a learning community that supports the meaningful inquiry and deep learning that is the hallmark of higher education (Dewey 1938). ...
This paper provides a comprehensive model for incorporating simulations into an asynchronous graduate-level course in Security Studies. Specifically, we ask whether simulations can effectively increase student engagement in a fully online course environment. We suggest that by using innovative technology and adopting simulations created by the Council on Foreign Relations (CFR), simulations can increase student engagement holistically through the Community of Inquiry model, focusing on the full “educational experience.” By applying the Community of Inquiry to the Security Studies digital environment, this paper provides the method necessary to increase the three facets of the holistic education experience: Cognitive Presence, Social Presence, and Teaching Presence. It has often been noted that asynchronous courses lack effective means to immerse and engage students fully. Still, we demonstrate that with slight adjustments to CFR simulations, using innovative technologies can bridge the gap between distance learning and experiential activities.
... Dewey's influence can be seen in the center of the CoI, which has three core concepts, or "presences," overlapping to provide an ideal learning experience. In the present context, CoI assumes that effective online learning requires the development of a learning community that supports the meaningful inquiry and deep learning that is the hallmark of higher education (Dewey 1938). ...
This paper provides a comprehensive model for incorporating simulations into an asynchronous graduate-level course in Security Studies. Specifically, we ask whether simulations can effectively increase student engagement in a fully online course environment. We suggest that by using innovative technology and adopting simulations created by the Council on Foreign Relations (CFR), simulations can increase student engagement holistically through the Community of Inquiry model, focusing on the full “educational experience.” By applying the Community of Inquiry to the Security Studies digital environment, this paper provides the method necessary to increase the three facets of the holistic education experience: Cognitive Presence, Social Presence, and Teaching Presence. It has often been noted that asynchronous courses lack effective means to immerse and engage students fully. Still, we demonstrate that with slight adjustments to CFR simulations, using innovative technologies can bridge the gap between distance learning and experiential activities.
... User engagement in technology refers to a cluster of cognitive and emotional processes that users experience in relation to the technology they use (O'Brien & Toms, 2008). User engagement may be viewed through different theoretical lenses, including flow theory (Csikszentmihalyi, 1990) and the philosophy of experience (Dewey, 1938 A particularly useful approach to understanding user engagement for this research is flow theory, which is focused on flow activities (O'Brien, 2016). Flow activities are activities that are emotionally and cognitively enjoyable and absorbing, such that those who engage in the activity will continue just for the enjoyment of the activity (O'Brien, 2016). ...
Aim/Purpose: The study investigated how immersive learning environments could be used to encourage student engagement and reuse intentions by integrating desktop augmented reality (AR) into the classroom among primary school students. Background: This paper addresses the potential applications of immersive technology for younger learners and understanding in Thai primary education by exploring the implementation of desktop AR as an immersive learning tool. Despite the potential benefits of immersive learning and the development of immersive learning systems for older learners, investigating immersive learning tools for younger learners has lagged behind technological development. This can be attributed partly to the cost and technical form of early immersive technologies. Methodology: By conducting a multi-stage research and development that evaluates the practical application of desktop AR in a classroom setting on student engagement and reuse intention, the study used an explanatory sequential mixed methods research design, pairing an experimental trial and survey with expert interviews. A desktop-based AR software application designed to teach science was developed based on standard curricula and materials for the appropriate age group. The trial and survey were conducted among Grade 6 students in three primary schools (n=480). Contribution: This research has academic, practical, and policy implications. The academic contribution of the research lies in the linkage of the 5E instructional framework and immersive learning. The research’s practical application lies in the development and commercialization of an immersive learning application targeted to the specific needs of primary school students in Thailand. The research’s policy contribution lies in its illustration of the potential of immersive learning for the classroom. By conducting research into immersive learning at the primary level, the researcher can provide information to policymakers refining the national core curriculum to meet the needs of 21st-century learning in Thailand. While this is only one data point in the revision of a large curriculum, this kind of information could help promote advanced learning in similar emerging countries. Findings: The survey findings revealed that presence and embodiment did not significantly influence user engagement, but enjoyment and novelty did have a significant influence. Enjoyment, novelty, and user engagement had a significant effect on reuse intentions for the software. Expert interviews were conducted with science teaching experts from three primary schools. Their views of the software were positive, but practical implementation issues, such as the cost of the software, were noted. The implications of the study include differences between younger and older learners in user engagement and that there may be practical limitations on the implementation of immersive learning at the primary level. Recommendations for Practitioners: The study contributes pragmatically by illustrating both the value that immersive learning could provide at the primary level and the limitations of implementing immersive learning. Furthermore, the study suggests that desktop-based immersive learning may not be as engaging as mobile device-based immersive learning. Recommendation for Researchers: The study has contributed to the literature by investigating immersive learning in a relatively unusual group. It has shown that primary learners may be different in terms of the factors in their engagement and what determines their reuse intentions for technology than older learners. Impact on Society: The integration of desktop AR in Thai primary education has the potential to transform educational practices and outcomes by enhancing student engagement and understanding through immersive learning experiences. AR can help bridge educational gaps, particularly in underserved regions. This technology encourages active participation and collaboration among students, fostering critical thinking and problem-solving skills essential for the 21st century. Furthermore, as students become more adept at using advanced technologies, they are better prepared for future workforce demands, contributing to a more skilled and innovative society. Ultimately, the successful implementation of AR in education can lead to a more informed and capable citizenry, driving social progress and economic development. Future Research: Additional research into how younger students engage with immersive learning environments would be appropriate to understand better some of the different findings that occur when younger students are investigated. Another opportunity for further research is the comparison of desktop-based vs mobile-based to evaluate different effects on user engagement and learning outcomes.
... Similarly, Constructivist Learning Theory posits that learners construct knowledge through direct experience rather than passive memorization [1]. Piaget [18] emphasized that learning is most effective when students engage with their environment and apply new concepts in practical settings, a principle that AR supports through simulated real-world interactions [4,19]. By integrating interactive vocabulary tasks, real-time feedback and role-playing exercises, AR fosters active learning, confidence building and fluency development [3]. ...
Augmented Reality (AR) has the potential to revolutionize language learning by providing immersive and interactive experiences. In the context of English as a Second Language (ESL), AR can help engage students and enhance their speaking skills. However, traditional teaching methods often fail to provide the necessary engagement and real-world application needed to improve speaking proficiency. This study aims to examine the effectiveness of AR in enhancing the speaking skills of Year 3 ESL learners, specifically focusing on pronunciation, fluency and confidence. A quasi-experimental design was used, with 60 Year 3 students from a Chinese primary school in Kajang, Selangor participating in the research. The experimental group engaged with AR-based activities using the Assemblr application, while the control group received traditional ESL instruction. Data were collected through pre-tests and post-tests, assessing the students' speaking proficiency. The results revealed that the experimental group showed significantly improvement in pronunciation, fluency and confidence compared to the control group. The study concludes that AR, through real-time feedback and contextual learning, could significantly enhance speaking skills, making it an effective and innovative tool for ESL educators to foster more engaging language learning environments.
... Keçən əsrin əvvəllərindən etibarən, düşünmə bacarığının formalaşdırılması təhsilin əsas məqsədlərindən biri olaraq təyin edilmişdir (5 Tənqidi yanaşma ilə fikir ayrılığını eyniləşdirmək məqsədəuyğun hesab edilmir. Belə ki, fikir ayrılığı ilə tənqidi düşünmə, tənqidi təfəkkür arasında kifayət qədər fərqlər mövcuddur. ...
... The effectiveness of PBL is grounded in constructivist learning theories, which emphasize active engagement in the learning process (Dewey, 1938;Vygotsky, 1978). According to Vygotsky's social constructivism, students learn best when interacting with meaningful content in a social context. ...
Project-Based Learning (PBL) is an inquiry-driven approach that engages students in solving real-world problems. Picturebooks, often underestimated as tools for deep learning, offer an accessible and visually engaging medium to introduce complex topics, spark curiosity, and scaffold student inquiry. This article explores the integration of picturebooks into PBL frameworks, highlighting their potential to enhance critical thinking, creativity, and collaboration. It provides a step-by-step guide for educators, case studies of successful implementation, and a discussion of potential challenges and future research directions. By combining the narrative power of picturebooks with the active engagement of PBL, educators can cultivate meaningful, inquiry-driven learning experiences for young learners. Furthermore, this study builds upon previous research by Botev (2024), which explored the effectiveness of picturebooks in content and language integrated learning (CLIL) instruction. The findings demonstrated that picturebooks significantly enhance vocabulary retention, content comprehension, and student motivation in EFL classrooms. By leveraging the interplay between visual and textual elements, picturebooks were shown to support both linguistic proficiency and conceptual understanding across subject areas. Project-Based Learning (PBL) has gained significant attention in recent years as an effective student-centered instructional approach that promotes active learning, collaboration, and real-world problem-solving (Thomas, 2000; Hmelo-Silver, 2004). Unlike traditional direct instruction, PBL immerses students in meaningful projects where they investigate complex questions and create tangible solutions. This pedagogical approach emphasizes student autonomy, encouraging learners to take responsibility for their educational experiences while developing essential 21st-century skills such as critical thinking, creativity, and communication. The hands-on nature of PBL enables students to connect classroom content with practical applications, bridging the gap between theory and experience. Picturebooks, while often associated with early literacy, hold untapped potential as catalysts for deep learning. Research suggests that multimodal storytelling-combining text and visuals-enhances comprehension, engagement, and retention of information (Farindhani & Wangid, 2019). The interplay between visual and textual elements in picturebooks provides a rich context for inquiry, making them valuable resources for facilitating discussion, fostering empathy, and promoting cultural awareness. When integrated into PBL, picturebooks serve as inquiry starters, sparking students' curiosity and leading them toward research, discussion, and hands-on projects that connect classroom learning to the real world. The accessibility of picturebooks allows students across different linguistic backgrounds and learning abilities to engage with complex topics in meaningful ways. Botev (2024) illustrates how picturebooks serve as critical tools in content and language integrated learning (CLIL) instruction, providing empirical insights into their
... They refine their ideas and put these revisions into practice when returning to the activity. Kolb's model explicitly builds upon foundational educational theories from Dewey (1938), who emphasized the importance of experience and reflective thinking in learning, and Piaget (1952), whose work highlighted the significance of learners actively constructing knowledge through interaction with their environments . Arranging learning as an iterative cycle of experience, reflection, and testing clarifies how theoretical insights can be grounded in local or everyday situations ). ...
This research explores how youth engagement with community-specific data can enhance local resilience and civic understanding. While municipalities often address urban challenges through policy, infrastructure, and technology, they frequently overlook young people as active contributors to long-term solutions. Traditional educational methods tend to present information in ways disconnected from students' daily realities, limiting their impact. This thesis investigates whether a workshop—developed in partnership with YouthBuild in Salem, Massachusetts—using real municipal datasets and multimodal engagement strategies (including data visualization, interactive discussion, and data physicalization) can improve youth understanding of data on local infrastructure, services, and sustainability efforts.
Grounded in constructionist and experiential learning theories, the study involved students aged 16 to 20 analyzing municipal data related to waste management, transit initiatives, and energy consumption through hands-on, collaborative formats. The research evaluates how these strategies supported cognitive understanding, behavioral engagement, and emotional connection to local challenges. Findings suggest that authentic, tangible interaction with local data can foster deeper relevance and understanding, potentially empowering youth to engage meaningfully in their communities. This work contributes to the fields of information design, data visualization, and civic education by offering practical insights into how cities might transform public data into powerful educational tools.
... Dewey's progressive educational philosophy highlighted the learner as the central figure in the learning experience. According to Dewey (1938), the most impactful learning occurs when learners actively engage in posing and solving problems to construct meaning and enhance comprehension 5 . The aim of OAE/SEL is to provide all learners with a set of (soft/meta) skills and essential competencies that they can achieve, preparing them for their future education and societal roles. ...
The “Outdoor Adventure Education Curriculum Framework for Youth Social and Emotional Learning” provides a comprehensive structure for integrating Outdoor Adventure Education (OAE) and Social and Emotional Learning (SEL) into physical education curricula. Developed as part of the Erasmus+-funded OutAdvEd project, the publication connects theoretical foundations from curriculum theory, experiential learning, and SEL with practical guidelines for curriculum design, implementation, and assessment. It is intended for physical education teachers, trainers, and outdoor education specialists aiming to systematically foster the personal and social development of youth through experiential activities in natural environments.
... Contemporary environmental education is thus grounded in a more dynamic understanding of learning, where emotional engagement, critical reflection, and participatory action are recognized as essential components. Dewey's (1963Dewey's ( , 1974 philosophy of experiential learning laid an important theoretical foundation for this shift, asserting that education must be rooted in the lived experiences of learners and that true understanding emerges from active engagement with the world. In this sense, learning about the environment is no longer seen as a passive absorption of information but rather as an active, transformative process that reshapes both individual consciousness and collective practices. ...
... While this thesis provides a comprehensive exploration of the Flour'ish concept, it is primarily focused on the design and conceptualization stages. 10 Operational aspects, such as staffing and detailed financial projections, are mentioned briefly but not analyzed in-depth. Additionally, the thesis focuses on the development of a café-bakery in urban environments, with a target demographic of bread lovers and café enthusiasts. ...
This thesis presents Flour’ish, an innovative café-bakery concept that blends artisanal bread-making with a literary, multisensory environment. Designed for bread lovers and book enthusiasts, Flour’ish offers a unique fusion of sensory and intellectual experiences through live baking, thematic programming, and immersive narrative design.
The project explores brand philosophy, architectural layout, and menu development—structured like a novel—to enhance storytelling and emotional engagement. Monthly literary themes, customer interaction zones (like the Live Baking Atrium and Thought Lounge), and participatory events (e.g., Bread Talks, co-baking sessions) foster a sense of community and creativity.
The visual identity integrates book-inspired aesthetics in logo, packaging, and interior design, while interactive branding elements (e.g., literary bread boxes, edible bookmarks) extend the experience beyond the café. Customer experience mapping and psychographic targeting guide the café’s journey from arrival to reflective engagement.
A detailed feasibility and market analysis positions Flour’ish as a scalable, culturally rich model in the experiential dining sector. This thesis serves both as an academic study and a practical business proposal, merging gastronomy, design, and storytelling into a meaningful third-space café experience.
... Pendidikan vokasional menekankan pada prinsip learning by doing (Dewey, 1938;Kolb, 1984), di mana pengetahuan dibangun melalui keterlibatan aktif dalam tugas. Dalam pendidikan tata boga, prinsip ini biasanya diwujudkan dalam pelatihan langsung dan praktik di dapur. ...
Latar Belakang : Pendidikan Tata Boga menuntut penguasaan teori dan praktik secara seimbang. Salah satu inovasi pembelajaran yang diterapkan dalam mata kuliah pastry adalah tugas mini riset, yang bertujuan mengembangkan kemampuan berpikir kritis, keterampilan analisis, dan pemahaman teknis mahasiswa terhadap produk pastry. Tujuan : Penelitian ini bertujuan untuk mengevaluasi efektivitas penerapan tugas mini riset dalam meningkatkan pemahaman konseptual dan keterampilan praktis mahasiswa pada mata kuliah pastry di Program Studi Pendidikan Tata Boga. Metode : Penelitian menggunakan metode deskriptif evaluatif dengan teknik pengumpulan data berupa observasi, kuesioner, wawancara, dan dokumentasi. Penelitian ini dilaksanakan di Program Studi Pendidikan Tata Boga, Universitas Negeri Medan. Hasil dan Pembahasan : Hasil penelitian menunjukkan bahwa penerapan tugas mini riset berdampak positif terhadap peningkatan pemahaman konsep, keterampilan praktis, serta motivasi belajar mahasiswa. Sebanyak 82% mahasiswa menyatakan tugas ini membantu memahami materi secara mendalam, sementara 88% merasa lebih terlibat dalam proses pembelajaran. Namun, terdapat tantangan berupa keterbatasan alat laboratorium dan kemampuan menulis ilmiah mahasiswa. Kesimpulan : Disarankan agar institusi menyediakan dukungan fasilitas dan pelatihan penulisan riset untuk memaksimalkan manfaat pendekatan ini.
... Holistic education encompasses the intellectual, emotional, physical, and spiritual aspects, thereby offering a comprehensive framework for student development. John Dewey (1938), recognized as a forerunner of experiential learning, underscored the necessity for education to address the "whole child," promoting critical thinking and ethical decision-making. This perspective is congruent with Islamic educational principles, which support the synthesis of secular knowledge with spiritual advancement, thereby ensuring the comprehensive development of individuals across all facets of life. ...
... Despite their distinct methodologies, the Montessori, Waldorf, and Reggio Emilia approaches share core child-centered principles. All three prioritize hands-on, experiential learning over traditional rote instruction (Dewey, 1938). Additionally, each philosophy places significant emphasis on the learning environment-whether through Montessori's "prepared environment," Waldorf's aesthetically warm and natural classrooms, or Reggio Emilia's concept of the "environment as the third teacher" (Gandini, 1998). ...
Child-centered education emphasizes the holistic development of the child by prioritizing individual needs, creativity, and experiential learning. This paper explores the philosophical foundations of three prominent child-centered approaches-Montessori, Waldorf, and Reggio Emilia-and examines their implementation across diverse cultural contexts. By analyzing the core principles of each methodology, including Montessori's structured independence, Waldorf's artistic and imaginative focus, and Reggio Emilia's community-based, project-driven learning, this study highlights how these pedagogies adapt to different societal values and educational systems. The comparative analysis reveals both universal strengths and contextual challenges, offering insights into the interplay between educational philosophy and cultural adaptation in early childhood education.
... Provokasi ini kemudian dilanjutkannya dengan hadis Nabi bernada majaz metaforik yang dikemukakan oleh Ibnu Abbas tentang keutamaan ilmuwan atas orang awam, pernyataan tersebut adalah "lil ulama'I darajat fauqa almu'minina bisab'imi'ati darajat ma baina al-darajataini masiratu khamsami'atiam" yang artinya "Para orang-orang yang berilmu memiliki derajat diatas orang-orang mukmin sebanyak tujuh ratus derajat, jarak di antara dua derajat tersebut perjalanan lima ratus tahun". Menurut John Dewey dalam bukunya "Experience and Education, mengatakan bahwa education is a process of overcoming natural inclination and subtituting in its place habits acquired under external pressure" (Dewey, 1997), artinya pendidikan adalah sebuah proses mengatasi kecenderungan alami (bawaan diri manusia yang buruk) dan menggantinya ke dalam kebiasaan yang diperoleh di bawah pengaruh dari luar (pembelajaran). ...
Pendidikan Agama Islam (PAI) memiliki peran sentral dalam membentuk karakter dan akhlak siswa. Penelitian ini bertujuan untuk menggali lebih dalam mengenai pembentukan akhlak siswa pada mata pelajaran Pendidikan Agama Islam di lingkungan pendidikan. Metode penelitian yang digunakan adalah wawancara dan observasi terhadap guru PAI serta siswa di sebuah sekolah menengah. Fokus penelitian melibatkan aspek-aspek pembentukan akhlak, seperti ibadah sholat, puasa, infaq, dan keteladanan guru. Hasil penelitian menunjukkan bahwa pembentukan akhlak siswa melalui mata pelajaran PAI melibatkan strategi pembiasaan, keteladanan, dan penguatan nilai-nilai keagamaan. Guru PAI berperan sebagai agen utama dalam memberikan pemahaman, memberikan contoh teladan, dan membimbing siswa untuk menginternalisasi nilai-nilai keagamaan dalam kehidupan sehari-hari. Program-program keagamaan, seperti sholat berjamaah, puasa, dan infaq, menjadi wahana efektif untuk membentuk akhlak siswa. Temuan penelitian ini memberikan wawasan tentang pentingnya peran guru PAI dan mata pelajaran PAI dalam membentuk akhlak siswa serta memberikan dasar untuk pengembangan strategi pembelajaran keagamaan yang lebih efektif di masa mendatang. Rumusan masalah pada penelitian ini yaitu bagaimana pembentukan akhlak siswa pada mata pelajaran pendidikan agama islam? Tujuan penelitian ini yaitu untuk mengetahui pembentukan akhlak yang di lakukan guru mapel PAI. Objek penelitian ini adalah pelaksanaan pembelajaran PAI dalam pembentukan akhlaknya, subjeknya adalah Guru dan informan berjumlah 2 orang yaitu Guru Mapel PAI dan 2 orang peserta didik. Teknik pengumpulan data menggunkan observasi, wawancara dan dokumentasi. Teknik analisis data terbagi menjadi 3 tahapan yaitu data reduction, data display dan conclusion drawing/verification. Penelitian ini merupakan penelitian dengan jenis kualitatif deskriptif untuk memperoleh data tentang pembentukan akhlak siswa pada mata pelajaran pendidikan agama islam. Hasil dari penelitian ini dapat disimpulkan bahwa peran guru sangat di butuhkan untuk pembentukan akhlak siswa agar menjadi lebih baik setiap harinya. Berbagai macam hal cara yang dilakukan untuk membentuk akhlak siswa yang di inginkan oleh guru.
... Education, on the other hand, has played a fundamental role in shaping individuals, providing specialized knowledge, skills and competencies necessary for personal and professional development. However, in an ever-changing world, driven by technological advances and social change, education faces significant challenges to remain relevant and prepare students for the challenges of the twenty-first century (Dewey, 2015). ...
... By merging subjects, such as science, math, social studies, and language arts, into cohesive projects, students are encouraged to make connections across disciplines, promoting a holistic understanding of concepts (Drake & Reid, 2010). Integrated PBL is rooted in constructivist theory, emphasizing active learning, where students construct knowledge through exploration and reflection (Dewey, 1938;Vygotsky, 1978). This approach is valuable in developing 21st-century skills, including critical thinking, communication, collaboration, and creativity (Partnership for 21st Century Skills, 2009). ...
This study aims to develop an integrated Project-Based Learning (PBL) model based on Values, Attitudes, Skills, and Knowledge (VASK), specifically designed for small-sized schools and mixed-grade classrooms. Employing a phenomenological study approach with a mixed-methods data structure, the research explores two key questions: What are effective multi-grade teaching models? and how does a teacher professional development program (PD) enhance teachers’ ability to implement multi-grade instruction? The study was conducted in collaboration with 45 teachers from five schools across various subjects, including science, mathematics, technology, language, and social studies. It investigates the design and implementation of VASK-based PBL within both classroom and community settings. Data were collected through classroom observations, focus group interviews, and student-teacher reflective journals to assess the model’s effectiveness and adaptability. Findings revealed that the VASK-PBL PD program fosters interdisciplinary learning, community engagement, and student empowerment, enhancing critical thinking, problem-solving, and social responsibility. The study also demonstrated that teachers from all five schools successfully designed multi-grade classroom learning management by integrating inquiry-based learning with context-based education rooted in the local environment. This model offers a practical framework for schools facing resource and staffing limitations, providing meaningful learning experiences that support both academic achievement and social development. Additionally, the study contributes to the PBL literature for mixed-grade settings, highlighting the importance of community-based, values-driven education in promoting equitable learning opportunities for small schools.
Postsecondary STEM programs offer an integrative approach that allows students to build on their foundational knowledge in mathematics and science, using engineering and technology to create innovative solutions to real-world challenges. Active engagement and participation are crucial for realizing the full potential of these courses and fostering a critical perspective toward the material learned and the innovations produced. This chapter presents a study that explores the implementation of the ‘STEPWISE’ (Science & Technology Education Promoting Well-being for Individuals, Societies & Environment) framework (Bencze JL (ed). Science and technology education promoting wellbeing for individuals, societies and environments. Springer, 2017) and its impact on enhancing student engagement in postsecondary STEM programs. Additionally, it examines how active participation contributes to the development of critical thinking and the questioning of established norms. This qualitative action research involved semester-long participatory observations, individual and small group semi-structured interviews, and document and artifact analyses. The study was conducted at a leading community college in Toronto, Canada, offering STEM programs. The participants were twenty-three consenting students enrolled in an advanced biotechnology diploma program taught by Author 1. The findings indicate that the STEPWISE framework significantly increased student participation and engagement in their own learning. It promoted autonomy and agency as students initiated and conducted their own projects. Furthermore, the framework fostered critical thinking, enabling students to adopt a more critical stance toward their learning processes, thereby broadening their understanding beyond traditional domains of science and technology.
Inquiry-based teaching has stood out as an effective methodological approach to scientific literacy, promoting the development of students' autonomy and critical thinking. Based on Dewey’s (1938) concepts of experiential learning and Piaget’s (1976) cognitive development theory, as well as Vygotsky’s (1998) emphasis on social interaction in learning, this study investigated the application of this methodology in elementary education through the observation of the Pieris rapae life cycle. The practical experience enabled students to formulate hypotheses and collect information throughout the investigation, restructuring their prior knowledge and becoming active participants in the learning process. The results support previous studies (Clement et al., 2015; Santos et al., 2022), demonstrating that the inquiry-based approach not only enhances students' autonomous motivation but also increases engagement and scientific understanding through a structured investigative spiral. The bibliometric analysis reinforced the need for further research on the application of inquiry-based teaching in different educational contexts. It is concluded that this methodology contributes to building a solid foundation for training future researchers and strengthening interdisciplinary science education.
This article discusses the concept of children’s agency in early childhood music education, integrating perspectives from the sociology of childhood and analysing music teaching and learning contexts in Brazil. Although children are increasingly recognised as catalysts for change in education and policy, there is still a persistent gap between theoretical discussions about agency and the practical opportunities available for children to actively engage in musical learning. Children’s agency as their ability to make decisions, express preferences and influence their environment. However, in early childhood music education, the traditional understanding of agency is usually limited to the transmission of content dictated by educators, promoting a vertical and teacher-centred dynamic. To address this concern, we propose that significant, meaningful and creative musical experiences depend on acknowledging children’s role as protagonists of their musical experiences. Recognising them as social agents shifts the focus from passive learning to active participation in shaping their experiences, and by discussing the concept of musical protagonism, we seek to emphasise the inherent value of children’s musical expressions. This study presents a nuanced analysis of children’s agency and protagonism through an interdisciplinary lens, leading to a conceptual framework to better understand children’s musical practices.
This review article entitled Cultivating Learner-Centered Techniques in the Classroom for Quality Learning and Teaching aims to explore ideas and insights on learner-centered techniques in the classrooms. It examines the learner centered techniques, methods and their needs in teaching. It discusses the concept of learner centered methods, the various types of learners centered methods, the differences between teacher centered methods and the learner centered methods. It also addresses characteristics of learner centered method, the merits of learner centered methods to students and the teacher. Techniques such as group work, problem-based learning, role play, simulation, pair work, discussion, interaction and project- based learning play a vital role to make teaching learning process meaningful and successful. This article uncovered that teacher faced challenges while implementing learner-centered techniques in their classrooms, for example, limitation of time, a large number of students, and inadequate resource materials. The study concludes that the learner centered method should be considered as it is the ideal method for teaching soft skills needed to explore the environment, work well with others, perform well and achieve goals. It suggests that the nature of curriculum need to move from traditional to modern and progressive to allow full implementation of the learner centered techniques and methods. Teachers should be exposed to modern trends in the teaching profession.
Based on the values of the maker movement and Papert's constructionism theory, maker education presents a program for creating outputs using analog and digital manufacturing equipment. However, current maker education emphasizes material elements and the making activity itself, which limits learning about the sharing and collaboration values of maker culture. This study suggests that maker education, grounded in Papert's constructionism, should be reevaluated through the lens of Bruner's cultural constructivism theory to enhance its development into an effective educational program. This study summarizes the criticisms of current maker education. Firstly, there is a lack of integration of maker education into the regular curriculum. Secondly, maker education is limited to simple making and one-time events in schools. Thirdly, it is limited to certain subjects that already utilize tinkering and making activities. Fourthly, there is a lack of meaning-making around social issues and a lack of sharing of the making process and results. This study proposes the development of folk education, addressing real-life problems through 'Making Narrative.' Beyond the making activities, students can engage with fellow students or teachers to construct meaning in their minds and facilitate information processing by examining personal and social issues from an intersubjective perspective.
This qualitative study explored the lived experiences of graduate students who participated in the “WRAP in LOVE: A Community Clothing & Care Initiative” of San Pablo Colleges (SPC) Graduate School. The outreach program was conducted as part of SPC’s 80th founding anniversary and in response to the Octomonth theme -Clothe the Naked. Designed to serve both orphans and elderly individuals in homes for the aged through clothing donations and care sessions, the initiative provided a platform for graduate fellows to engage in socially transformative service. A total of 12 key informants—two each from MAEd, EdD, MA Counseling, MAN, MBA, and DBA programs—were selected using purposive sampling. Using the ORID (Objective, Reflective, Interpretive, and Decisional) framework for focused conversation and reflection, the study gathered rich narrative data on how fellows described their experiences, internalized their learnings, and envisioned future actions. Thematic analysis revealed that students underwent emotional shifts from hesitation to empathy, gained critical insights about human dignity and social responsibility, and expressed a renewed commitment to integrating service into their future professions. Findings emphasized the role of experiential learning in building civic consciousness, ethical leadership, and intergenerational compassion. The study concludes that structured outreach initiatives, when integrated with critical reflection, have lasting pedagogical and professional impact. It recommends institutionalizing similar programs in graduate education and calls for future interdisciplinary collaborations and longitudinal impact assessments. WRAP in LOVE is not merely a clothing drive—it is a formative journey in shaping servant-leaders grounded in empathy, equity, and community care.
This study examines the Strategy of History Teachers Based on Constructivism in the Internalization of JSN 45 to Support the Golden Indonesia Vision 2045. This study uses a descriptive qualitative method with a literature study approach, analyzing the theories of Dewey, Bandura, and Vygotsky as the basis for meaningful learning. Veterans are involved as models and sources of inspiration to provide real experiences (Dewey), to be role models of struggle values (Bandura), and to support the gradual learning process through scaffolding (Vygotsky). The internalization of values such as nationalism, unity, and sacrifice has been proven to help shape the character of the young generation who are resilient, moral, and actively contribute to nation building.
Estratégias híbridas, com dinâmicas presenciais e virtuais, estão sendo utilizadas para aprimorar o aprendizado por meio de dispositivos móveis, ambientes imersivos, realidade virtual, internet das coisas e inteligência artificial. Nesse ponto, atividades de extensão ou de educação expandida são instrumentos comuns para que a cultura escolar seja envolvida em propostas complementares. Além da escola, instituições públicas, empresas, espaços culturais, sindicatos, organizações sem fins lucrativos e comunidades locais participam desse processo. No entanto, avanços pedagógicos e suportes tecnológicos são necessários. Desse modo, os objetivos deste estudo são elaborar, fundamentar, elucidar e discutir um modelo conceitual para experiências de aprendizagem ao longo da vida voltado a ecossistemas educacionais, denominado Modelo de Experiências Usuais. Por meio da metodologia de desenho científico, realizaram-se quatro estudos experimentais, com informações anotadas em diário de campo e etnografia digital. Durante esses procedimentos, construíram-se mapas de contextos que sistematizaram o modelo, com inspirações em teorias sobre os hábitos sociais, aprendizagem vivencial e sistemas ecológicos. Foram definidos três princípios que sustentam esses valores, além de um conjunto de facilitadores para que esses pressupostos sejam aplicáveis. Foram demonstradas as evidências sobre a realização de parcerias, educação contextualizada, pensamento crítico, motivação, engajamento, esforço, rendimento, personalização, autorregulação e mediação por meio de tecnologia. Alguns prefácios foram relatados, como propostas introdutórias. Melhorias e desafios foram percebidos por avaliadores, por análise dos resultados e por comparação com trabalhos correlatos. O modelo potencializa a organização de atividades extracurriculares, com práticas flexíveis em relação a objetivos cognitivos, afetivos, expressivos e colaborativos de aprendizagem.
This book explores the transformative power of debate as a pedagogical tool in English as a Foreign Language (EFL) classrooms. The book, "Emerging Technologies in Social Sciences: Opportunities and Challenges," delves into the dynamic intersections of technological advancements and their impact on various facets of the social sciences. It provides a comprehensive view of how emerging technologies are reshaping the landscape of social sciences.
Focusing specifically on the topic of debate, this chapter investigates how this pedagogical tool can enhance communication and critical thinking skills among Thai high school students. As the world becomes increasingly interconnected, the ability to communicate effectively and think critically are essential skills. This study examines how debate can enhance these skills among Thai high school students, equipping them to navigate the complexities of the digital age and the Internet of Things (IoT). Through engaging in structured arguments on contemporary issues, students not only improve their English speaking abilities but also develop crucial research, analytical, and evaluative skills. The findings highlight debate's potential to foster confident communicators, critical thinkers, and responsible digital citizens, essential for success in the 21st century.
This chapter describes a series of co-design methods based in design thinking that illustrate how educators can confidently utilise design thinking processes in the classroom to support “assessment as learning”. These activities will also assist students to expand their creative problem-solving skills when theorising and addressing social issues.
Resumo O objetivo central do presente estudo foi compreender como ocorre a desaprendizagem no nível individual em uma organização bancária. Para tanto, foi necessário: descrever o ambiente de trabalho, identificando os espaços e tempos para criação de consciência situacional e os limites à liberdade temporal; investigar a forma como os erros e os conhecimentos acumulados são processados no cotidiano organizacional; auferir como as constantes mudanças interferem no processo da desaprendizagem; identificar a existência dos elementos do processo da desaprendizagem nas práticas de gestão dos trabalhadores em cargos de liderança e descrevê-los. Esta pesquisa é de natureza exploratória e descritiva, com abordagem qualitativa e caso único de estudo. As técnicas de coleta de dados utilizadas foram entrevistas semiestruturadas, grupo focal e análise documental. Elas possibilitaram a triangulação dos dados, os quais foram analisados por meio de análise de conteúdo. Os resultados encontrados revelam que a desaprendizagem no nível individual ocorre de forma fortuita, em razão de entraves que dificultam seu processo. Isso aponta a necessidade de meios e ações que intensifiquem práticas diárias para o desaprender no ambiente organizacional. Com aplicação do esquema conceitual analítico proposto, auferiu-se que a ocorrência da desaprendizagem necessita de uma intervenção intencional, ou seja, os trabalhadores precisam estar aptos ao desaprender.
This study aims to understand how unlearning occurs at the individual level in a banking organization. We describe the work environment, identifying the spaces and times for creating situational awareness and the limits to temporal freedom; investigate how errors and accumulated knowledge are processed in organizational daily life; understand how constant changes affect the unlearning process; identify the existence of elements of the unlearning process in the management practices of workers in leadership positions and describe them. This research is exploratory and descriptive, with a qualitative approach, being a single case study. The data collection techniques used were semi-structured interviews, focus groups, and document analysis, enabling data triangulation, which were analyzed using content analysis. The results reveal that unlearning at the individual level occurs fortuitously due to obstacles that make the process difficult and lack the means and actions that intensify daily practices for unlearning in the organizational environment. By applying the proposed analytical conceptual scheme, it was found that the occurrence of unlearning requires intentional intervention - workers need to be able to unlearn.
By the symbolic meaning of “The Allegory of the Cave” as a theory of how humans gained knowledge, Plato meant to imply the limitations in human perception when interacting with the real world. A close relationship between this theory and English teaching in the context of Vietnam was seen from the connotation with complete reflection on the drawbacks of the reality of teaching English at high schools, colleges, and universities for non-English major students. A survey was conducted with data collection from some high school, college, and university teachers to gain more evidence for the situation. The educational stakeholders were also involved in this study to consolidate the viewpoints. The study applied critical pedagogy from some of the most influential proponents in the world to deal with problems. The research results showed that teachers were still under the influence of traditional education and cared much about transmitting as much knowledge as possible to the learners. However, they also expected to change the situation with a number of recognitions and criticism. It was suggested that teachers should get out of their comfort zone and change for the better in teaching and learning English, and the nature of education should be identified differently.
In the last few years Regeneration and all possible ways of making it visible (agriculture, forestry, economy, social field) has become a trending topic for all those who are sensitive to the context we are living in. There is scientific agreement (as you can find in the IPCC report), on the urgency for a shift in our way of intervening, of treating land and air, and water, and people. Some people see regeneration as the natural movement from sustainability to a more committed, more fully embodied way of participating, some consider that we are dealing with a larger step that is needed in order to respond appropriately. The question then is: how do we build a more committed and conscious way of participating? What does the bubbling fountain of a regenerative practice look like? In this chapter we portray three experiential learning moments of different projects, that allow us to observe together how the inner movement that unfolds regeneration in our practice. We dive into the learning process that not only reveals the honing of a conscious participating action, but also the plunge into the human soul and the rooting of our quest to reunite with mother earth. The reader will walk with us into these questions, and perhaps on its way find his/her own questions and movements towards a regenerative practice.
Salah satu program kurikulum merdeka adalah proyek penguatan profil pelajar Pancasila (P5). Program ini wajib diimplementasikan oleh seluruh sekolah di level dasar dan menengah di Indonesia. Penelitian terakhir terkait P5 telah mengkaji aspek implementasi dan efektivitas metode pengajaran. Namun, belum banyak penelitian yang membahas partisipasi aktif siswa dan dampak jangka panjang terhadap pembentukan karakter Pancasila. Oleh karena itu, tujuan dari penelitian ini adalah untuk mendeskripsikan pelaksanaan P5 pada tema kearifan lokal di SMP Bina Budi Mulia Kota Malang. Metode penelitian yang digunakan kualitatif deskriptif. Teknis pengumpulan data dengan menggunakan data primer berupa wawancara dan data sekunder berupa nilai rapor. Analisis data terdiri dari reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penerapan P5 pada SMP Bina Budi Mulia Kota Malang menunjukkan bahwa proyek P5 telah berjalan sesuai dengan rencana sekolah. Tema yang diangkat adalah Kearifan Lokal, dengan topik Eksplorasi Kesenian Lokal Malang; Padepokan Seni Mangun Dharma. Sebagian besar siswa menunjukkan perkembangan positif dalam dimensi Berkebhinekaan Global, Bergotong-Royong, dan Kreatif. Meskipun, beberapa mahasiswa masih memerlukan bantuan lebih untuk pengembangan karakter tersebut. Oleh karena itu, evaluasi terus-menerus perlu dilakukan untuk melihat secara detail perkembangan peserta didik, khususnya berkaitan dengan profil pelajar. One of the independent curriculum programs is the Pancasila Student Profile Strengthening Project (P5). All schools in Indonesia must implement this program at the elementary and secondary levels. Recent research related to P5 has examined aspects of implementation and effectiveness of teaching methods. However, there has not been much research that discusses active student participation and the long-term impact on the formation of Pancasila's character. Therefore, the purpose of this study is to describe the implementation of P5 on the theme of local wisdom at SMP Bina Budi Mulia, Malang City. The research method used is descriptive-qualitative. Data collection techniques use primary data in the form of interviews and secondary data in the form of report card scores. Data analysis consists of data reduction, data presentation, and conclusion. The results of the study showed that the implementation of P5 at SMP Bina Budi Mulia, Malang City, showed that the P5 project had run according to the school's plan. The theme raised was Local Wisdom, with the topic of Malang Local Art Exploration; Padepokan Seni Mangun Dharma. Most students showed positive developments in the dimensions of global diversity, cooperation, and creativity. However, some students still need more help to develop these characters. Therefore, continuous evaluation needs to be carried out to see in detail the development of students, especially student profiles.
Stakeholders from parents to policy-makers are concerned about youth online safety. Present solutions are frequently punitive and often lack opportunities for youth to make mistakes and try again in a safe environment. This paper proposes a new framework, based on trauma-informed child psychology models and research by computer scientists and human-centered design scholars, entitled Pause, Reflect, and Redirect (PRR). The PRR framework offers three levels of intervention ranging from casual engagement to coached engagement with crisis response. To further develop and validate PRR as a framework, PRR was implemented within a web-filtering software that was installed in a public middle school comprising grades 6 to 8 (i.e., ages 11–14) in an urban charter district. Preliminary results from the deployment of the software suggest that it may help youth make better choices with respect to their online behaviors.
Learning Akidah Akhlak in Madrasah Ibtidaiyah (MI) aims to shape the character and morals of students according to Islamic teachings. However, the lack of interest in learning students in this subject is a challenge that needs to be overcome. One method that can be used to increase students' interest in learning is Project-Based Learning (PBL). PBL encourages students to be more active, creative, and involved in the learning process through real projects that are relevant to everyday life. This study aims to analyze the application of the PBL method in increasing the interest of students in learning class 3 MIN 2 Batam in learning Akidah Akhlak. This study uses a qualitative approach with a classroom action method involving observation, interviews, and documentation as data collection techniques. The results of the study showed that the application of PBL was able to increase student participation, deepen their understanding of the concept of commendable morals, and foster positive attitudes in everyday life. Thus, the PBL method can be an innovative alternative in improving the quality of learning Akidah Akhlak.
The Entertainment Software Association (ESA) found that women accounted for 46% of U.S. gamers in 2024. However, women players (especially girl players) remain an under-researched demographic in game studies. The aim of this qualitative case study was to expand upon previous research discoveries and explore the 21st-century skills, design processes, perspectives, and behaviors of adolescent girl players as they played, created, and survived in a video game ( Minecraft ). The data analysis involved triangulating eleven qualitative case study interviews with visual artifacts and observations from twenty-one girl players. A hundred and fifty students collaborated with the participants throughout various stages of the study's three phases. The qualitative coding process generated five themes: (1) Father Figures , (2) Community House , (3) Gamer Girl , (4) Lockdown , and (5) Trial and Error . Each theme organizes and shares how girls viewed, theorized, and interpreted their video game experiences during the COVID-19 pandemic.
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