ERIC Number: ED339715
Record Type: Non-Journal
Publication Date: 1991-Apr
Reference Count: N/A
Integrating Experiential Learning and Critical Inquiry in Health Education: A Framework for Health Professionals.
Acosta, Veronica M.
A framework for health education based on experiential learning and critical inquiry was developed and applied to a Spring 1990 basic health education class for college students called "Patterns of Healthful Living." Students were asked to consider contemporary health problems and how these affected their own lives and the lives of others. The learning styles of the 69 participants, freshmen through seniors, were measured using the Learning Style Inventory (LSI). Students discussed their own learning styles and the experiential learning model before dividing into groups to explore topics of particular interest. Each group then prepared and provided a presentation on the topic. The instructor expanded on the presentations and provided feedback. The students were distributed among four learning styles as follows: (1) 21 assimilators; (2) 14 convergers; (3) 16 divergers; and (4) 18 accommodators. They appreciated knowing their learning styles, responded well to group work, accepted the challenges involved, and showed interest in the learning styles of others. The results show that students actually do possess different learning styles, and when teachers are aware of these differences, they can create various types of classroom environments that cater to these preferred styles of learning. A 10-item list of references is included. An attachment contains the LSI and two interpretive figures. (SLD)
Descriptors: Classroom Environment, Cognitive Style, College Students, Critical Thinking, Experiential Learning, Grouping (Instructional Purposes), Health Education, Health Personnel, Higher Education, Instructional Effectiveness, Small Group Instruction, Student Interests, Teacher Role, Teaching Methods
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Learning Style Inventory