The experiential education and the teachers’ views for its application in the primary school (Bachelor thesis)

Αγγούση, Γεωργία/ Γκαμπράνη, Δήμητρα/ Γραμμένου, Μαρία/ Angousi, Georgia/ Gkamprani, Dimitra/ Grammenou, Maria


The educational progress that has been made nowadays needs to find and apply new ways of teaching, which put the pupil in the focus in order to discover the knowledge. A method that allows the student to act without help in the classroom and out of it, by taking advantage of his experiences, is the experiential teaching method. This is the subject of this project, which through the investigation of bibliographic sources presents the importance of experiential education for the enhancement of the student's role. In the theoretical part are presented the views of pedagogues and psychologists, the principles of experiential learning and the general principles of designing this kind of activities. Then the forms of teaching that deal with pupils' experiences are analyzed, as well as the factors, which a teacher should keep in mind in order to design his lesson. At the end of the theoretical part, the roles a teacher can take in every form are pointed out. In the empirical part, the aim of the research is to collect the views of the teachers, who work at primary schools of Alexandroupolis. These views are related to their knowledge about experiential education and to how often its forms are used. Furthermore, it is being studied if the teachers give instructions to their students and which are the factors that prevent such actions from happening. The research has been done with the help of a tool, the questionnaire and the sample of fifty teachers. The results of this research are: • Experiential education is applied in primary school as the practical use of the offered knowledge. • The advantages of applying the forms of experiential education to school are the increase of the students’ creativity and the cooperation between them and the teacher. • Experiential education involves many forms that can become reality in the classroom. It has been shown that playful activities are preferred. • Many factors can become an obstacle when experiential actions are taking place. However, the teacher can overcome them with the appropriate information
Institution and School/Department of submitter: Δημοκρίτειο Πανεπιστήμιο Θράκης. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης
Subject classification: Active learning--Greece
Teaching
Keywords: Βιωματική μέθοδος διδασκαλίας,Μορφές διδασκαλίας,Ρόλοι δασκάλου,Συνεργασία,Experiential teaching method,Forms of teaching,Teacher’s roles
URI: http://83.212.168.214/jspui/handle/123456789/10854
Appears in Collections:ΠΑΙΔΑΓΩΓΙΚΟ ΤΜΗΜΑ ΔΗΜΟΤΙΚΗΣ ΕΚΠΑΙΔΕΥΣΗΣ

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