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ERIC Number: EJ1005686
Record Type: Journal
Publication Date: 2013
Pages: 10
Abstractor: ERIC
Reference Count: 15
ISSN: ISSN-1045-1064
Impact of Experiential Learning on Cognitive Outcome in Technology and Engineering Teacher Preparation
Ernst, Jeremy V.
Journal of Technology Education, v24 n2 p31-40 Spr 2013
It is well documented that experiential field-based learning has positive K-12 student engagement and retention impacts, but do preservice technology and engineering educators experience similar educational benefits? Additionally, do they perceive experiential learning to be valuable in their personal study, and do they plan to extend this structure of learning into the K-12 technology and engineering education classroom? This research study was designed to investigate and identify the impacts, if any, that experiential learning activities have on the cognitive achievement of preservice technology educators. Two research questions were posed to specifically guide this study: (1) Is there an identifiable cognitive achievement difference in preservice technology educators who engage in experiential learning activities?; and (2) How do preservice technology educators perceive experiential learning activities? This research examined experiential learning extension activity implementation through a quasi-experimental design, which consisted of experimental/treatment and control features to measure cognitive outcome but did not use random assignment. The primary intent is to gauge outcome effectiveness and perceptions of students concerning experiential learning in efforts to further inform course iteration. (Contains 5 tables.)
Journal of Technology Education. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A