| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 958.2 KB | Adobe PDF |
Advisor(s)
Abstract(s)
Experiential learning results from involvement, participation, exploration, experimentation, creation,
discovery, relationships, and interaction with others and objects, in short, interaction with the world
around us. In other words, everyone learns motivated by their purposes, i.e. they deliberately strive to
achieve learning that makes sense to them. Motivation and learning are fundamental to the study of new
school theories. It cannot, and should not, be seen only as an essential characteristic for the child, but
must be mediated by the teacher, supported by various strategies to promote motivation for learning.
The study presented here focused on experiential learning as a pedagogy and the teaching-learning
strategies that correspond to it. The work was carried out with 24 children, aged 9 and 10, in the 4th
year of primary school. The study is based on a qualitative, interpretive approach. Data was collected
mainly through the technique of direct and participant observation, using field notes, photographic
records, and observation grids. The objectives were: to understand whether experiential work is a
motivating factor, and to study the role of the child in the development of experiential work. The results
obtained in the study, which emerged from the application of various data collection instruments,
revealed that the children were more active, autonomous, and participative, verifying that experiential
learning, using diversified strategies, boosts children's involvement, and stimulates their curiosity and
their love of learning. We were also able to see that experiential learning has a greater impact on
children's motivation if the teacher presents him/herself to them as an example of a motivated person.
Description
Keywords
Experiential learning Child motivation Supervised teaching practice
Citation
Querido, Sara; Freire Ribeiro, Ilda; Mesquita, Elza (2024). Experiential learning as a construct for child motivation. In 18th International Technology, Education and Development Conference: INTED2024 Proceedings. Valencia. p. 7497- 7501. ISBN 978-84-09-59215-9
Publisher
IATED