Opinion of Teachers towards Experiential Learning in Secondary Schools

Author(s): Dr. Sasmita Pradhan

Abstract:

Education in the twenty-first century has experienced a paradigm shift from conventional teaching and learning to experiential and student-focused learning styles. The conventional approach of rote memorization and passive listening has been replaced by innovative teaching methods that allow students to be actively involved in the learning process. Experiential learning has received recognition as an important teaching method. Experiential learning draws its roots from John Dewey, Jean Piaget, and David Kolb and asserts that "meaningful learning occurs when individuals interact with their environment and reflect upon their experiences." The students are no longer passive recipients of knowledge but are actively involved in the learning process. Experiential learning is vital in bridging the gap between knowledge and practical application in the context of secondary education. It is worth noting that the secondary education stage is critical in shaping the cognitive, emotional, and social development of students. During this stage, the learning process is geared towards imparting knowledge that is applicable in the future, both in college and in practical problem-solving situations. However, it is important to understand that this process is highly dependent on the effectiveness of the teacher in creating a learning environment that encourages curiosity, creativity, and critical thinking. This is where experiential learning comes in; creating a platform for a more interactive class environment that is not limited to textbooks. In the Indian context, the National Education Policy (NEP) 2020 recommends activity-based, inquiry-based, and experiential learning methods to improve the quality of teaching and learning. The policy recommends shifting away from rote learning and examination-oriented education to holistic education that promotes understanding, skill development, and lifelong learning. In this context, teachers are the key agents of experiential learning. Their views, attitudes, and willingness to implement experiential learning methods are crucial to the success of this paradigm shift in education. Hence, the measurement of teachers’ perceptions and attitudes towards experiential learning becomes an essential step in determining the feasibility and acceptability of these approaches in schools.

keywords:
Experiential learning, holistic education, concrete experience, abstract conceptualization

Pages: 107-109     |    35 View     |    2 Download