Publicação
Experiential learning as a construct for child motivation
| Resumo: | Experiential learning results from involvement, participation, exploration, experimentation, creation, discovery, relationships, and interaction with others and objects, in short, interaction with the world around us. In other words, everyone learns motivated by their purposes, i.e. they deliberately strive to achieve learning that makes sense to them. Motivation and learning are fundamental to the study of new school theories. It cannot, and should not, be seen only as an essential characteristic for the child, but must be mediated by the teacher, supported by various strategies to promote motivation for learning. The study presented here focused on experiential learning as a pedagogy and the teaching-learning strategies that correspond to it. The work was carried out with 24 children, aged 9 and 10, in the 4th year of primary school. The study is based on a qualitative, interpretive approach. Data was collected mainly through the technique of direct and participant observation, using field notes, photographic records, and observation grids. The objectives were: to identify the advantages and disadvantages of experiential work, to understand whether experiential work is a motivating factor, and to study the role of the child in the development of experiential work. The results obtained in the study, which emerged from the application of various data collection instruments, revealed that the children were more active, autonomous, and participative, verifying that experiential learning, using diversified strategies, boosts children's involvement, and stimulates their curiosity and their love of learning. We were also able to see that experiential learning has a greater impact on children's motivation if the teacher presents him/herself to them as an example of a motivated person. |
|---|---|
| Autores principais: | Querido, Sara |
| Outros Autores: | Freire-Ribeiro, Ilda; Mesquita, Elza |
| Assunto: | Experiential learning Child motivation Supervised teaching practice |
| Ano: | 2024 |
| País: | Portugal |
| Tipo de documento: | documento de conferência |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Instituto Politécnico de Bragança |
| Idioma: | inglês |
| Origem: | Biblioteca Digital do IPB |
| _version_ | 1863851074991947776 |
|---|---|
| author | Querido, Sara |
| author2 | Freire-Ribeiro, Ilda Mesquita, Elza |
| author2_role | author author |
| author_facet | Querido, Sara Freire-Ribeiro, Ilda Mesquita, Elza |
| author_role | author |
| contributor_name_str_mv | Biblioteca Digital do IPB |
| country_str | PT |
| creators_json_str | [{\"Person.name\":\"Querido, Sara\"},{\"Person.name\":\"Freire-Ribeiro, Ilda\",\"Person.identifier.orcid\":\"0000-0003-1033-8614\"},{\"Person.name\":\"Mesquita, Elza\",\"Person.identifier.orcid\":\"0000-0001-5986-0839\"}] |
| datacite.contributors.contributor.contributorName.fl_str_mv | Biblioteca Digital do IPB |
| datacite.creators.creator.creatorName.fl_str_mv | Querido, Sara Freire-Ribeiro, Ilda Mesquita, Elza |
| datacite.date.Accepted.fl_str_mv | 2024-01-01T00:00:00Z |
| datacite.date.available.fl_str_mv | 2024-03-19T12:26:30Z |
| datacite.date.embargoed.fl_str_mv | 2024-03-19T12:26:30Z |
| datacite.rights.fl_str_mv | http://purl.org/coar/access_right/c_abf2 |
| datacite.subjects.subject.fl_str_mv | Experiential learning Child motivation Supervised teaching practice |
| datacite.titles.title.fl_str_mv | Experiential learning as a construct for child motivation |
| dc.contributor.none.fl_str_mv | Biblioteca Digital do IPB |
| dc.creator.none.fl_str_mv | Querido, Sara Freire-Ribeiro, Ilda Mesquita, Elza |
| dc.date.Accepted.fl_str_mv | 2024-01-01T00:00:00Z |
| dc.date.available.fl_str_mv | 2024-03-19T12:26:30Z |
| dc.date.embargoed.fl_str_mv | 2024-03-19T12:26:30Z |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | http://hdl.handle.net/10198/29627 |
| dc.language.none.fl_str_mv | eng |
| dc.publisher.none.fl_str_mv | IATED |
| dc.rights.cclincense.fl_str_mv | http://creativecommons.org/licenses/by/4.0/ |
| dc.rights.none.fl_str_mv | http://purl.org/coar/access_right/c_abf2 |
| dc.subject.none.fl_str_mv | Experiential learning Child motivation Supervised teaching practice |
| dc.title.fl_str_mv | Experiential learning as a construct for child motivation |
| dc.type.none.fl_str_mv | http://purl.org/coar/resource_type/c_c94f |
| description | Experiential learning results from involvement, participation, exploration, experimentation, creation, discovery, relationships, and interaction with others and objects, in short, interaction with the world around us. In other words, everyone learns motivated by their purposes, i.e. they deliberately strive to achieve learning that makes sense to them. Motivation and learning are fundamental to the study of new school theories. It cannot, and should not, be seen only as an essential characteristic for the child, but must be mediated by the teacher, supported by various strategies to promote motivation for learning. The study presented here focused on experiential learning as a pedagogy and the teaching-learning strategies that correspond to it. The work was carried out with 24 children, aged 9 and 10, in the 4th year of primary school. The study is based on a qualitative, interpretive approach. Data was collected mainly through the technique of direct and participant observation, using field notes, photographic records, and observation grids. The objectives were: to identify the advantages and disadvantages of experiential work, to understand whether experiential work is a motivating factor, and to study the role of the child in the development of experiential work. The results obtained in the study, which emerged from the application of various data collection instruments, revealed that the children were more active, autonomous, and participative, verifying that experiential learning, using diversified strategies, boosts children's involvement, and stimulates their curiosity and their love of learning. We were also able to see that experiential learning has a greater impact on children's motivation if the teacher presents him/herself to them as an example of a motivated person. |
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| identifier.url.fl_str_mv | http://hdl.handle.net/10198/29627 |
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| institution | Instituto Politécnico de Bragança |
| instname_str | Instituto Politécnico de Bragança |
| language | eng |
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| person_str_mv | Querido, Sara Freire-Ribeiro, Ilda Freire-Ribeiro, Ilda https://www.ciencia-id.pt/FE11-3595-39C3 FE11-3595-39C3 http://orcid.org/0000-0003-1033-8614 0000-0003-1033-8614 Mesquita, Elza Mesquita, Elza https://www.ciencia-id.pt/9E10-C661-435A 9E10-C661-435A http://orcid.org/0000-0001-5986-0839 0000-0001-5986-0839 |
| publishDate | 2024 |
| publisher.none.fl_str_mv | IATED |
| reponame_str | Biblioteca Digital do IPB |
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| spelling | engIATEDpt_PTExperiential learning results from involvement, participation, exploration, experimentation, creation, discovery, relationships, and interaction with others and objects, in short, interaction with the world around us. In other words, everyone learns motivated by their purposes, i.e. they deliberately strive to achieve learning that makes sense to them. Motivation and learning are fundamental to the study of new school theories. It cannot, and should not, be seen only as an essential characteristic for the child, but must be mediated by the teacher, supported by various strategies to promote motivation for learning. The study presented here focused on experiential learning as a pedagogy and the teaching-learning strategies that correspond to it. The work was carried out with 24 children, aged 9 and 10, in the 4th year of primary school. The study is based on a qualitative, interpretive approach. Data was collected mainly through the technique of direct and participant observation, using field notes, photographic records, and observation grids. The objectives were: to identify the advantages and disadvantages of experiential work, to understand whether experiential work is a motivating factor, and to study the role of the child in the development of experiential work. The results obtained in the study, which emerged from the application of various data collection instruments, revealed that the children were more active, autonomous, and participative, verifying that experiential learning, using diversified strategies, boosts children's involvement, and stimulates their curiosity and their love of learning. We were also able to see that experiential learning has a greater impact on children's motivation if the teacher presents him/herself to them as an example of a motivated person.application/pdfpt_PTExperiential learning as a construct for child motivationQuerido, SaraPersonalFreire-Ribeiro, IldaDSpacehttp://dspace.org/items/616187f8-35a2-4cdf-8448-e0590578502eDSpacehttp://dspace.org/items/616187f8-35a2-4cdf-8448-e0590578502eFreire-RibeiroIldaCiência IDhttps://www.ciencia-id.ptFE11-3595-39C3ORCIDhttp://orcid.org0000-0003-1033-8614PersonalMesquita, ElzaDSpacehttp://dspace.org/items/ce8ffc02-b0bd-4921-b818-dae44ce3978eDSpacehttp://dspace.org/items/ce8ffc02-b0bd-4921-b818-dae44ce3978eMesquitaElzaCiência IDhttps://www.ciencia-id.pt9E10-C661-435AORCIDhttp://orcid.org0000-0001-5986-0839HostingInstitutionOrganizationalBiblioteca Digital do IPBe-mailmailto:dspace@ipb.ptdspace@ipb.ptDOIIsPartOf10.21125/inted.2024.19732024-03-19T12:26:30Z20242024-01-01T00:00:00ZHandlehttp://hdl.handle.net/10198/29627http://purl.org/coar/access_right/c_abf2open accessExperiential learningChild motivationSupervised teaching practice86517 bytesother research producthttp://purl.org/coar/resource_type/c_c94fconference object2024http://creativecommons.org/licenses/by/4.0/http://purl.org/coar/access_right/c_abf2application/pdffulltexthttps://bibliotecadigital.ipb.pt/bitstreams/bea9143e-06e2-4058-b67f-02986e14cadb/download18th International Technology, Education and Development Conference: INTED2024Valência, Espanha |
| spellingShingle | Experiential learning as a construct for child motivation Querido, Sara Experiential learning Child motivation Supervised teaching practice |
| subject.fl_str_mv | Experiential learning Child motivation Supervised teaching practice |
| title | Experiential learning as a construct for child motivation |
| title_full | Experiential learning as a construct for child motivation |
| title_fullStr | Experiential learning as a construct for child motivation |
| title_full_unstemmed | Experiential learning as a construct for child motivation |
| title_short | Experiential learning as a construct for child motivation |
| title_sort | Experiential learning as a construct for child motivation |
| topic | Experiential learning Child motivation Supervised teaching practice |
| topic_facet | Experiential learning Child motivation Supervised teaching practice |
| url | http://hdl.handle.net/10198/29627 |
| visible | 1 |