Experiential learning and the development of students cognitive and affective domains in upper elementary science classrooms

Abstract

The main purpose of this study was to identify theoretically the essential features of experiential learning, and empirically to study the effect of experiential learning on the development of students ability to solve science problems in new contexts and on students attitudes towards science. Mixed methods that integrate quantitative and qualitative data methods in a single study were used. They involved an attitude survey and pre and posttest tests approach for both the control and intervention groups. The results revealed that students overall average in the intervention class on the attitude scale increased slightly (3.45 to 3.5), whereas the overall average of the control class decreased from 3.40 to 2.97. Moreover, the problem solving pre and posttests revealed a significant increase in the learning progression levels of feedback loop reasoning in the intervention group as compared to the control group. Class observations showed changing classroom dynamics and teacher and students role. Both rewards and challenges were identified. Recommendations and implications are discussed.