scholarly journals Integration of Experiential Learning to Develop Problem Solving Skills in Deaf and Hard of Hearing STEM Students

2020 ◽  
Author(s):  
Andres Carrano ◽  
Wendy Dannels ◽  
Matthew Marshall
Keyword(s):  
Problem Solving ◽  
Experiential Learning ◽  
Hard Of Hearing ◽  
Problem Solving Skills ◽  
Stem Students

scholarly journals Pengaruh Model Pembelajaran Experiential Learning terhadap Kemampuan Pemecahan Masalah Mahasiswa Geografi

2020 ◽  
Vol 5 (1) ◽  
pp. 15
Author(s):  
Tifani Yuniar Priyandari ◽  
I Komang Astina ◽  
Dwiyono Hari Utomo
Keyword(s):  
Problem Solving ◽  
Data Collection ◽  
Experiential Learning ◽  
Control Design ◽  
Problem Solving Skills ◽  
Experiment Method ◽  
Data Collection Technique ◽  
Essay Test ◽  
Systematic Thinking ◽  
Quasi Experiment

<p><strong>Abstract:</strong> Problem solving skills must be possessed by every student to solve problems by involving critical, logical and systematic thinking. This study aims to determine the effect of Experiential Learning on students' problem solving skills. This study used a quasi experiment method with a pretest-posttest control design. The subjects in this study were geography students, with 68 students in total from two homogeneous classes. Data collection technique used instruments in the form of essay test to measure students’ problem solving skills. The results present that there is a significant effect of Experiential Learning on students’ problem solving skills.</p><strong>Abstrak:</strong><em> </em>Kemampuan pemecahan masalah harus dimiliki oleh setiap mahasiswa untuk menyelesaikan permasalahan dengan melibatkan pemikiran yang kritis, logis dan sistematis. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Experiential Learning terhadap kemampuan pemecahan masalah mahasiswa. Penelitian ini menggunakan metode quasi experiment dengan rancangan pretest-posttest control design. Subjek dalam penelitian ini adalah mahasiswa geografi sebanyak 68 mahasiswa pada dua kelas yang bersifat homogen. Teknik pengumpulan data menggunakan instrumen berupa soal esai untuk mengukur kemampuan pemecahan masalah. Hasil penelitian menunjukkan terdapat pengaruh signifikan model pembelajaran

Is Participation in the Volunteer Income Tax Assistance (VITA) Program Associated with Students' Problem-Solving Skills and Professional Commitment?

2015 ◽  
Vol 31 (1) ◽  
pp. 71-90 ◽  
Author(s):  
Anne L. Christensen ◽  
Angela M. Woodland
Keyword(s):  
Problem Solving ◽  
Experiential Learning ◽  
Real World ◽  
Income Tax ◽  
Learning By Doing ◽  
Accounting Education ◽  
Accounting Students ◽  
Professional Commitment ◽  
Problem Solving Skills ◽  
Real World Problems

ABSTRACT The Accounting Education Change Commission (AECC 1990, 309) states accounting students “should identify and solve unstructured problems that require the use of multiple information sources. Learning by doing should be emphasized.” The Pathways Commission (2012) also emphasizes the importance of exposing students to complex, real-world problems. Volunteer Income Tax Assistance (VITA) participation is an experiential learning opportunity with real-world problems and real clients in a professional setting. Using survey data obtained from students at seven U.S. universities, we test whether students who participate in VITA programs have greater professionalism as measured by problem-solving skills and professional commitment. Our results generally indicate participation in VITA programs is positively and significantly associated with problem-solving skills, but not with commitment to the profession. We do not find strong evidence that the association between VITA participation and problem solving differs significantly between traditional (age 25 and under) and nontraditional students (over age 25) or that the association differs significantly for students who intend to pursue tax careers and those who do not. Our study contributes to the extant literature on the effectiveness of experiential learning, to our understanding of attributes of professionalism in students, and to the specific benefits of the VITA program.

Equine-Assisted Experiential Learning in Occupational Therapy Education

2017 ◽  
Vol 40 (4) ◽  
pp. 366-376 ◽  
Author(s):  
Lynne Murphy ◽  
Jacqueline Wilson ◽  
Stacey Greenberg
Keyword(s):  
Problem Solving ◽  
Experiential Learning ◽  
Occupational Therapy ◽  
Effective Communication ◽  
Social Emotional ◽  
Occupational Therapy Education ◽  
Problem Solving Skills ◽  
Occupational Therapy Students ◽  
Tolerance For Ambiguity ◽  
Equine Assisted

Equine-assisted occupational therapy (EAOT) employs horse and human cooperation in activities that facilitate social, emotional, and cognitive development. The potential benefits of equine-assisted activities for students may influence the development of these types of skills in professional occupational therapy practice. This study explored the experience of students who participated in EAOT, related to problem-solving skills, analysis of activities, tolerance for ambiguity, effective communication, and reflection skills. Sixty occupational therapy students participated in EAOT, and completed a pretest and posttest survey regarding the experience. Changes in students’ perceptions of comfort with ambiguity, problem solving, reflection, and activity analysis skills were examined. Student responses to broad questions allowed for thematic review of the benefits and challenges of this form of experiential learning. Students were initially fearful of experiential learning; however, a statistically significant improvement in tolerance to ambiguity was identified following the session. In addition, students perceived improved problem-solving skills, ability to analyze activities, and more effective communication skills. Clear benefits were identified in the equine-assisted experience for occupational therapy students. Additional study is warranted to allow for objective measures of tolerance for ambiguity and to explore additional learning outcomes related to readiness for clinical practice.

An experiential learning-integrated framework to improve problem-solving skills of engineering graduates

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kuldip Singh Sangwan ◽  
Rajni Singh
Keyword(s):  
Problem Solving ◽  
Experiential Learning ◽  
Engineering Education ◽  
Learning Strategies ◽  
Model Building ◽  
Learning Approaches ◽  
Problem Solving Skills ◽  
Content Type ◽  
Knowing How ◽  
Definition Of

PurposeProblem solving skills (PSS), an important component of learning outcomes, is one of the desirable skills in engineering graduates as stated by many employers, researchers and government bodies in India for a strong foothold in professional world. There is a need to develop comprehensive understanding and integration of theory (concept) and practice (process) of PSS in the context of experiential learning (EL).Design/methodology/approachThe present study is qualitative in nature using a conceptual research design focussing on synthesis and model building framework. The key elements of the study are PSS, EL and their integration. The study seeks to develop conceptual integration of PSS across multiple theories and perspectives. It offers an enhanced view of a concept of PSS by summarising and integrating extant knowledge. It presents the complete and comprehensive meaning/definition of PSS. Subsequently, it also explores EL and synthesises the different variants of EL that can be used to develop PSS. Finally, the study builds a theoretical framework that proposes integration and interplay between PSS and EL.FindingsProblem-solving operates at three levels: problem concept (nature and context), process (stages with strategies) and solution (open-ended). EL can be used as a tool to develop PSS in an integrated manner. It is found that EL and problem-solving interplay with each other as both are cyclic in nature and have commonalities strengthening each other.Practical implicationsThe proposed framework can be adopted in engineering education for making the engineering graduates job ready.Originality/valueThe study proposes a framework based on integration of EL and problem-solving focusing on specific aims and goals of the course, learning approaches, learning strategies and authentic learning (learning environment). This integration would bridge the gap between engineering education and industry requirements. EL integrated problem-solving focus on pedagogical knowledge (knowing how to facilitate discussion among learners and curricular knowledge) and instructional knowledge (knowing how to introduce, organise different methods and assess).

scholarly journals FOSTERING STUDENT’S CREATIVE AND PROBLEM-SOLVING SKILLS THROUGH A HANDS-ON ACTIVITY

2014 ◽  
Vol 13 (5) ◽  
pp. 650-661
Author(s):  
Ruey-Shyy Shieh ◽  
Wheijen Chang
Keyword(s):  
Problem Solving ◽  
Experiential Learning ◽  
Junior High School ◽  
Trial And Error ◽  
Problem Solving Skills ◽  
Knowledge And Skills ◽  
Self Reflection ◽  
Study Results ◽  
Hands On ◽  
Scientific Project

The purpose of this study is to investigate how a group of junior-high school pupils created a functional boat from scratch and resolved the problems encountered in a scientific project. The study was conducted using a qualitatively exploratory method. Data sources consist of artefacts, interviews, observations, and self-reflection reports. The study results reveal that the hands-on, trial-and-error experiential learning not only helped the pupils enhance their creative skills and problem-solving abilities, but also helped them realize the value of collaboration. Nevertheless, although they were able to make various shapes of boats using different materials, only half of the boats created were able to successfully complete the established course. It discloses that turning a model work into a functional piece demands a certain extent of scientific knowledge and skills associated with the tasks, in addition to creative skills. The students’ anticipation of the teacher’s scaffolding to achieve the project goal was found to vary greatly among teams, indicating a dilemma of the teachers’ role in an open-form scientific project. How the created products were ranked in the project also raises concerns regarding setting up criteria to assess scientific artefacts. Suggestions for enhancing future implementations are provided. Key words: boat creation, collaborative learning, hands-on skills, problem solving skills.

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