Volume/Issue :

Article type :

Original article

Page No :

98-109

Abstract :

Going deeper into the subtleties of experiential education, the aim was – to analyse teachers’ experience in organising experiential teaching/learning for primary school students and to present the discoveries of a novice teacher in conducting experiential educational activities. Five primary school teachers-experts participated in the study. Teachers define experiential learning as the application of knowledge in practice, thus creating stronger links between knowledge and skills. Experiential education is especially recommended by primary school teachers in grades 3-4, and particularly for teaching the world cognition, as students already have sufficient experience working in pairs and groups, are able to work collaboratively, and world cognition offers very diverse and interesting, complex contexts for activities. Teachers notice that preparing for experiential learning activities, it is very important for the teacher himself to have a good knowledge of the topic discussed, to have analysed the curriculum, textbooks, in order to open as many activities as possible. Educational activities involving 17 third graders enriched the beginning teacher with the new experiences and discoveries: for example: if students use all their senses while learning and seriously reflect on their experiences, it is easier for them to create individual knowledge.

Keywords :

interview, student’s experience, experiential education, primary education, primary school teachers, educational activities

References :

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Cite as :

Šalkauskaitė, P. (2021). Patirtinio ugdymo patirtys ir atradimai pradinėje mokykloje [Experiential education experiences and discoveries in a primary school]. Švietimas: politika, vadyba, kokybė / Education Policy, Management and Quality, 13(2), 98-109. https://doi.org/10.48127/spvk-epmq/21.13.98