A critical examination of experiential learning within the context of a Hong Kong preschool gardening programme

A critical examination of experiential learning within the context of a Hong Kong preschool gardening programme

• Chung, Lai Ping The Education University of Hong Kong

The 29th European Early Childhood Education Research Association Conference (EECERA 2019) (2019: Thessaloniki, Greece)

• F 教與學
  • FA 一般教學方法、各種施教方法
• Q 教育體系與各級學校
  • QB 小學前之教育、育兒設施、母嬰保健設施

Hong Kong Early Years Education Chinese Culture Experiential Learning Gardening Teacher's Role

• Hong Kong

• 1997.7 onwards

• 學前教育

To study what ways a gardening programme being implemented within the context of a Hong Kong pre-school support experiential learning. Dewey is one of the most significant figures in experiential learning. Kolb extended and modified some aspects of Dewey's work, with influence by Piaget and Lewin. Fenwick pinpointed some strengths and limitations of experiential learning. Experiential learning is the conceptual framework of this study (Dewey, 1938; Kolb, 1984; Fenwick, 2001). I was obliged to reconsider my own ideology both in relation to gardening and experiential learning and to recognise how ideology predisposed me to 'see' in some ways and not others. This study is a qualitative single case study using interpretivist paradigm. Multiple data collection methods were used, including unstructured, participant and non-participant observations, semi-structured individual and group interviews, research journal and documentation. The participants were duly informed of the purpose, procedures, and instruments that would be used, including any potential risks. Signed consent was secured. The findings indicated that the children learned through experiential learning. The teachers lacked the necessary subject knowledge - particularly science - for supporting children's learning. The study also highlighted how Chinese cultural beliefs and practices create significant tensions when implementing experiential learning, especially in terms of adult-child relationship. The implications to my teaching included (1) an integral component of my teaching; (2) students can try theories in order to develop practices; (3) enabling students to connect theories to practice; and (4) offering opportunities that students can reflect on their own learning, with engagement. Copyright © 2019 EECERA.

Paper presented at The 29th European Early Childhood Education Research Association Conference (EECERA 2019), Thessaloniki, Greece.

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/11ba88ad

2022-02-11