Experiential Versus Experience-Based Learning and Instruction

This study tested claims about the superiority of experience-based over experiential approaches to teaching economic concepts. Students were randomly assigned to three groups-experience-dictation, experience-debriefing, and debriefing-only. At pretest and posttest, students were interviewed to probe...

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Bibliographic Details
Published in:The Journal of educational research (Washington, D.C.) D.C.), 1993-03, Vol.86 (4), p.228-236
Main Author: Laney, James D.
Format: Article
Language:English
Subjects:
Biological and medical sciences
Children
Concept Teaching
Cost benefit analysis
Cost Effectiveness
Decision Making
Discovery Learning
Economic analysis
Economic development
Economics
Economics education
Educational psychology
Experience Based Learning
Experiential Learning
Fundamental and applied biological sciences. Psychology
Grade 1
Learning Strategies
Misconception
Posttests
Pretests
Primary Education
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychopedagogics. Didactics
Reasoning
Teaching Methods
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Summary:This study tested claims about the superiority of experience-based over experiential approaches to teaching economic concepts. Students were randomly assigned to three groups-experience-dictation, experience-debriefing, and debriefing-only. At pretest and posttest, students were interviewed to probe their understanding of 10 basic economic concepts and to determine their proclivity to use the concept of cost-benefit analysis in a personal decision-making situation. Planned comparisons revealed the following statistically significant differences on the understanding-of-economic-concepts posttest: (a) the combined means of the experience-debriefing and debriefing-only groups were higher than the mean of the experience-dictation group and (b) the mean of the experience-debriefing group was higher than the mean of the debriefing-only group. No significant differences were found between groups on the use-of-cost benefit analysis measure. Overall, the findings support the superiority of experience-based instruction.
ISSN:0022-0671
1940-0675
DOI:10.1080/00220671.1993.9941834