ISSN: 2226-6348
Open access
Today, education faces significant challenges because of the rapid progress in information and communication technology. These advancements have introduced numerous innovative educational techniques aimed at enhancing the efficiency of educational processes. One of the most significant developments is experiential learning, which has a favourable impact, particularly on the idea of guided self-studying. This method provides students with an alternative way to apply the knowledge they have learned through activities like demonstrations. With this approach, it can help students not only comprehend the material being covered in class but also develop their confidence and communication abilities. This paper focuses on a student's understanding of physics using experiential learning. A group of pre-diploma students was chosen to demonstrate interactive science activities to the kids in preschool. The science activities were mainly focused on topics like waves, electricity, and electromagnetism, all of which were included in their curriculum. According to the survey given at the end of the program, most of the students agreed that experiential learning can help them learn the subjects being taught better while also enhancing their soft skills in terms of confidence and communication abilities.
Ayob, A., Hussain, A., Mustafa, M. M., & Shaarani, M. F. A. S. (2011). Nurturing creativity and innovative thinking through experiential learning. Procedia-Social and Behavioral Sciences, 18, 247-254.
Chan, C. K. Y. (2023). Assessment for Experiential Learning (p. 379). Taylor & Francis.
Dipietro, M. (2010). Virtual school pedagogy: The instructional practices of K-12 virtual school teachers. Journal of Educational Computing Research, 42(3), 327-354.
Johari, A. H. (2018). Application of experiential learning model using simple physical kit to increase attitude toward physics student senior high school in fluid. In Journal of Physics: Conference Series (Vol. 1013, No. 1, p. 012032). IOP Publishing.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
Lewis, L. H., & Williams, C. J. (1994). Experiential learning: Past and present. New directions for adult and continuing education, 1994(62), 5-16.
Soh, T. M. T., & Meerah, T. S. M. (2013). Outdoor education: An alternative approach in teaching and learning science. Asian Social Science, 9(16), 1.
Oxendine, C., Robinson, J., & Willson, G. (2004). Experiential learning. Emerging perspectives on learning, teaching and technology. Athens, GA: Department of Educational Psychology and Instructional Technology, University of Georgia. Retrieved from http://epltt. coe. uga. edu/index. php.
Serevina, V., & Lestari, M. A. (2021). Development device learning online use model inquiry learning on theory the balance of tough things. In Journal of Physics: Conference Series (Vol. 1876, No. 1, p. 012072). IOP Publishing.
(Rashid et al., 2024)
Rashid, S. N. M., Makhtar, N., Jaafar, N. F., & Abdullah, S. Z. (2024). Improving Students’ Understanding in Physics Using Experiential Learning. International Journal of Academic Research in Progressive Education and Development, 13(1), 1256–1262.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seenavc at: http://creativecommons.org/licences/by/4.0/legalcode