Experiential education is not a new idea, and it certainly is not a new construct for science teachers, especially those teachers that involve their students in inquiry and problem-based learning.  However, experiential education has not at the top of the “to-do” list in the minds of many leaders and advocates for the No Child Left Behind approach to education.  It may be that change is coming, and experiential education might be returned at the real core of teaching.

Experiential education as I think about it represents a paradigm of learning that is in stark contrast to the kind of education experiences that most students “experience” in school.  As I’ve discussed before, experiential education is a humanistic approach to science teaching, and has been well documented in the literature of science education.  Glen Aikenhead’s book, Science Education for Everyday Life describes the humanistic science experience, and provides the research base for experiential science education, which in my view is the real core of teaching.

The real core of teaching is providing environments, formal or informal, in which students can experience their education—whereby students can inquire into, discuss, become involved in moral and socially relevant issues, and perhaps make real change in themselves, and their community.  This is the kind of education that allows students to ask questions such as: “Why should I learn this?” “How is this experience relevant to me and my fellow citizens?” and “How will this experience contribute to my and others growth?”  

You can probably discuss and describe teachers in your own education, or colleagues with whom you have worked that were experiential science educators.  I have had the privilege to know many, and have worked alongside others who embodied the spirit that underscores an experiential educator.  I received an email from one of my colleagues who I consider one of the most outstanding experiential science teachers that I have known.

I had not heard from him for nearly a decade, and his email note was:

Hello Jack,
I’ve though of you often. Just checking in, and I’m glad to see that you’re
still at it. ;>)
Hope you’re well.
Regards,

Ken

It was note a from Ken Royal, who is now Senior Editor at Scholastic, and you can read his interviews, tech how-to’s, and opinions at the Royal Treatment blog, which is now part of Scholastic.  I first met Ken in the mid-1990s when he was teaching science at Whisconier Middle School, Brookfield, Connecticut.  At the time I was conducting national seminars for the Bureau of Education and Research, and I met Ken at one of my seminars in Hartford.  At Ken’s invitation, I visited his school and classroom, and actually presented a seminar at his school for science teachers in his district.  His classroom was a model for the experiential science approach, and he was also a pioneer in the use of technology as a tool to enhance student learning in science.  His students were involved in global conversations and research with students in at least three continents, and his students were posting results of their research using digital cameras and text at a time when the Web was in its infancy.  His classroom was an environment where students were involved in active inquiry, and with the rapid development of technology in the 1990s, Ken was one of the leaders pioneering ways that this technology could be harnessed to help students get excited about science.  He later became technology coordinator for the Brookfield School District, and then started writing as a freelancer about technology, and making presentations around the country.  Scholastic saw one of his presentations, and hired him as senior editor in the area of technology and teaching.  

Experiential educators are out there making learning interesting and fun, and returning the core of teaching to experiential knowing.  Ken Royal is one of those educators.

Tell your story, or a story about a colleague who is making experiential science teaching happen.

Resources:

Association for Experiential Education–nonprofit, professional membership association dedicated to experiential education and the students, educators and practitioners who utilize its philosophy

National Society for Experiential Education–Founded in 1971, NSEE also serves as a national resource center for the development and improvement of experiential education programs nationwide.

Minnesota State University Master’s Degree in Experiential Education–there are others, but this is the oldest degree program in experiential education.

Experiential Education–an article from Wikipedia

David Kolb’s Experiential Learning Model–Article related to Kolb’s four element model of experiential learning as shown here.

Experiential Learning Model by David Kolb