Experiential Learning for Children Aged 4-14: A Rapid Evidence Assessment

Autor/inn/en	Ranken, Emily; Manyukhina, Yana; Wyse, Dominic; Bradbury, Alice
Institution	UCL Institute of Education (IOE) (United Kingdom), Helen Hamlyn Centre for Pedagogy (HHCP)
Titel	Experiential Learning for Children Aged 4-14: A Rapid Evidence Assessment
Quelle	(2023), (46 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Young Children; Adolescents; Experiential Learning; Evidence; Learning Motivation; Learner Engagement; Well Being; Personal Autonomy; Academic Achievement; Science Achievement; Mathematics Achievement; At Risk Persons; Special Needs Students; Behavior Problems; Emotional Disturbances + Suchen Sie Ihr Suchwort? Frühe Kindheit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Experiental learning; Erfahrungsorientiertes Lernen; Evidenz; Motivation for studies; Lernmotivation; Well-being; Wellness; Wohlbefinden; Individuelle Autonomie; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Risikogruppe; Sonderpädagogischer Förderbedarf; Gefühlsstörung
Abstract	A rapid evidence assessment (REA) about experiential learning in education was undertaken to synthesise research concerning children aged 4-14. The REA investigated the effects that approaches to experiential learning had on children's motivation, engagement, agency, wellbeing, and academic achievement. Database searches were carried out of the Education Resources Information Center (ERIC), the British Education Index, the Teacher Reference Center, the Education Database and APA PsycInfo to review peer-reviewed research studies published between 2013 and 2023. Studies were screened for their relevance, and the Mixed Methods Appraisal Tool (MMAT) was used to assess the methodological quality of relevant studies. 88 studies were included in the final analysis. Synthesis of the findings of the 88 research studies showed positive effects for experiential learning approaches related to children's motivation, engagement, agency, wellbeing, and academic achievement. Key effects included strong evidence for the beneficial effect of experiential learning on children's science and maths achievement, and the positive effect that experiential learning had on the engagement and motivation of children who are at-risk, have special educational needs, have behavioural or emotional difficulties, or who are otherwise struggling in formal education. The implications of the REA include the importance of embedding experiential learning within the curriculum, and of connecting it to the wider community. (As Provided).
Anmerkungen	IOE, UCL's Faculty of Education and Society. 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7612-6000; Fax: +44-20-7612-6126; e-mail: ioe.ioepress@ucl.ac.uk; Web site: https://www.ucl.ac.uk/ioe/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01