Is Experiential Learning Authentic

By Neil A. Knobloch. 2003

181 citations recorded by the source corpus.

This interpretivist qualitative study used a life history method to analyze the foundational tenets of experiential learning in agricultural education and determine if the tenets are common to the components of authentic learning. The four tenets of experiential learning in agricultural education were: learning through real-life contexts (Dewey, 1938), learning by doing (Knapp, cited in Lever, 1952), learning through projects (Stimson, 1919), and learning through solving problems (Lancelot, 1944). The four tenets of experiential learning were conceptually aligned with the three criteria of authentic learning (Wehlage, Newmann, & Secada, 1996) because experiential learning engages students to solve problems inductively, actively use and explain knowledge through solving problems, and make connections and apply knowledge beyond the classroom and school, based on real-life problems. Teacher educators, preservice teachers, and in-service teachers of agriculture should base their instruction on an experiential learning model that is grounded on the philosophies of Dewey, Knapp, Stimson, and Lancelot, and aligned with Newmann and Associates (1996) authentic learning standards because it is likely to provide a sound psychological framework for learning.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/751e8a514a2cea53913f64e438d2e7b3f220a93c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Marshall A. Baker
2. David A. Kolb
3. Grady Roberts
4. Daisy Yan

In General Agricultural and Biological Sciences

1. Marshall A. Baker
2. David A. Kolb
3. Grady Roberts

Citations in the corpus

• Aligning Kolb's Experiential Learning Theory with a Comprehensive Agricultural Education Model. (2012, background): “Learning outside of the classroom can have value, but teachers must remain focused on the fact that a key tenant of experiential learning is that students are learning, and not just enjoying an experience (Knobloch, 2003; Kolb, 1984).”
• The Potential of Experiential Learning Models and Practices In Career and Technical Education & Career and Technical Teacher Education (2010, background): “Knobloch (2003) raised the question or point that many educators are familiar with ―hands-on‖ learning but questions this approach to teaching as actually constituting the principles of experiential learning.”
• A PHILOSOPHICAL EXAMINATION OF EXPERIENTIAL LEARNING THEORY FOR AGRICULTURAL EDUCATORS (2006, background): “Journal of Agricultural Education 17 Volume 47, Number 1, 2006”