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Impact of Experiential Learning on Cognitive Outcome in Technology and Engineering Teacher Preparation

Author:

Jeremy V. Ernst

About Jeremy

An Assistant Professor in Integrative STEM Education at Virginia Polytechnic Institute and State University.

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Abstract

In this article, the author has framed an intervention approach based on the personal assembly of meaning in an attempt to reinforce conceptual learning that is designed to culminate in authentically reflective practice while building associated professional skillsets. Through analysis of the study sample outcome data, it was determined that preservice technology and engineering educators who engaged in the organized experiential learning activities benefitted in the form of cognitive outcome from the learning extension approach and structure. However, Gleason et al. (2011) identifies that no independent active or experiential approach is singularly superior, and in fact the approach could be significantly enhanced by instructional styles and learner receptiveness to teacher personality. It is acknowledged that there are influential variables outside of the designed treatment employed in this study. Overall, it is evident that involvement in experiential learner extension opportunities contributes to associated cognitive competency development.
How to Cite: Ernst, J. V. (2013). Impact of Experiential Learning on Cognitive Outcome in Technology and Engineering Teacher Preparation. Journal of Technology Education, 24(2), 31–40. DOI: http://doi.org/10.21061/jte.v24i2.a.3
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Published on 22 Mar 2013.
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