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Teachers opinions on experimental learning in the domestic science

Katarina Danilov (2014) Teachers opinions on experimental learning in the domestic science. Diploma thesis.

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    Abstract

    According to Walter and Marks (as cited in Marentič Požarnik, 1987), experiential learning is a sequence of events with more or less specifically defined learning objectives, requiring active involvement by participants at one or more points in the sequence. The main idea of experiential learning is that one learns best by doing. Therefore, it is reasonable to introduce or improve experiential learning during home economics classes. The purpose of the thesis was to determine how often teachers decide to introduce experiential learning into home economics classes. Special attention was devoted to the results from the module food and nutrition since the two elements are crucial for good mental and physical well-being of an individual. As a result, the role of the teacher as a nutrition expert is extremely important. However, experiential learning in class cannot solely involve nutrition-related topics. To this end, the thesis analyses the process of introducing experiential learning into home economics classes also through the remaining three modules (home economics, textiles and fashion, and life and environment). Our aim was to look into the attitude of teachers towards the home economics subject and find a possible connection with education and period of employment as well as their attitude towards the subject and their willingness to introduce experiential learning into the classes. The results of the research, which involved ten home economics teachers working in primary schools in the Gorenjska region, indicate that they often use experiential learning techniques. They mainly use them when teaching the module food and nutrition and less with the remaining modules. The factors limiting the amount of time dedicated to experiential learning are the amount of time available for the home economics subject and home economics classrooms that are too small and poorly equipped. The analysis did not show any significant connections between the process of introducing experiential learning and adequate education, period of employment and positive attitude towards the subject. Moreover, the teachers prefer following proven guidelines in the curriculum rather than trying to introduce new approaches on their own, regardless of their period of employment. A large portion of the respondents failed to provide precise answers to the following questions: is the level of difficulty of home economics classes too low; is the module home economics more appropriate for the 6th grade; is home economics less demanding than other subjects in the 5th and 6th grade. The above questions are related to the curriculum.

    Item Type: Thesis (Diploma thesis)
    Keywords: experience, experiential learning, home economics, nutrition, module
    Number of Pages: 40
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Verena KochMentor
    asist. dr. Francka Lovšin KozinaComentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=10074697)
    Institution: University of Ljubljana
    Department: Faculty of Education, Biotechnical Faculty
    Item ID: 2174
    Date Deposited: 16 Jun 2014 18:20
    Last Modified: 13 Nov 2015 11:20
    URI: http://pefprints.pef.uni-lj.si/id/eprint/2174

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