Experiential Learning and the Next Generation Science Standards

Experiential Learning and the Next Generation Science Standards

Heather Sanderson

Eastern Connecticut State University

March 3, 2019

My preferred educational theory is Experiential Learning. Experiential learning consists of a four stage cycle which involves having a concrete experience, reflectively observing the experience, conceptualizing the experience, and then actively experimenting how to test or model the experience (David, 2007). More simply stated the theory consists of a cycle of “Do”, “Observe”, “Think”, “Plan” (David, 2007). This cycle by nature reminds me a little bit of the scientific method and may be why I was initially drawn to it. In science class we do a lot of experimentation, observation, and wrapping together what happened in a conclusion. We also build from one experience to another just as the experiential learning cycle dictates. The K-12 framework for science education states that “science and engineering education should focus on a limited number of disciplinary core ideas and crosscutting concepts, be designed so that students continually build on and revise their knowledge”(National Research Council,2012). This idea of experiences building upon one another is what David Kolb experiential theory is all about. In his experiential learning theory he explains that the learning “process is a continuous cycle, with increasing complexity” (Georgia State University, 2018). In many ways the new Next Generation Science Standards (NGSS) align with the Experiential learning theory. For instance the problem solving, modeling, and engineering tasks are learning experiences that involve the learning cycle of “doing”, “observing”, “thinking”, and “planning”. The only part of teaching science that I feel does not line up with the experiential learning theory and is not specifically mentioned in the science standards either, is the content vocabulary I need to teach in order for my students to have a successful modeling, problem solving, or engineering “experience”.

We are in our first year of fully implementing the new NGSS curriculum at my school. Last year was our pilot rollout to gradually shift into the new curriculum and I could not be happier with how the students responded to our new assignments that aligned with the NGSS. The National Science Education Standards state “Science teaching is at its best in classrooms that are communities in which all students learn science through inquiry and active involvement” (Adams and Hamm, 2014, p.103). Inquiry and active involvement are both examples of “doing” science and exemplify experiential learning. In fact when I peruse through the Next Generation Science Standards for the chemistry unit I teach, the standards are as follows “Develop models to describe the atomic composition of simple molecules and extended structures”, “Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred”, and “Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes” (Next Generation Science Standards, 2013). All of these standards involve active learning by doing and follow Kolb’s saying that “Learning is the process whereby knowledge is created through the transformation of experience” (McKenzie, 2013).

The first time I read about experiential learning it was on the instructional design website and Carl Rodgers explained that there were two types of learning the “cognitive (meaningless) and experiential (significant)” (Instructionaldesign.org, 2019). The description of what is considered meaningless included “learning vocabulary” (Instructionaldesign.org, 2019). This is one area where I disagree with experiential learning. If the science vocabulary is not understood then there can be no meaningful “experiences”. Research done by Beach, Sanchez, Flynn, and O’ Connor found “direct vocabulary instruction is beneficial to all students, especially struggling readers” (Harper, 2018). Unfortunately the new Next Generation Science Standards also do not specifically mention how to teach vocabulary. Peter A’Hearn, a member of CSTA states, “if our students are going to be successful at higher levels of science education and in science fields, they will need to be exposed to and competent at using challenging vocabulary” (A’Hearn, 2019). A’Hearn makes some great suggestions on how he thinks science vocabulary should be taught including cutting down the vocabulary to essential words and not preloading all of the vocabulary, instead he suggests we should teach the words as they come up in class (A’Hearn, 2019). The new science framework “moves the discourse about learning away from memorization” (Honey & Kanter, 2013, p. 67). I have done away with the worksheets to teach content and instead rely on group activities, labs, modeling tasks, or problem solving assignment to help the students learn science at a deeper meaningful level. With that being said I have become heavily reliant on iPad games to teach science vocabulary and to check for content understanding and feel it is an integral part of my science classroom and enhances the “experiences” my students have following a new NGSS experiential learning endeavor.

References

Adams, D., & Hamm, M. (2014). Teaching math, science, and technology in schools today (2nd ed.). Lanham, MD: Rowman & Littlefield

A’Hearn, P. (2019). Is NGSS the end of vocabulary. California Science Classroom. 31(4). Retrieved from http://www.classroomscience.org/is-ngss-the-end-of-vocabulary

David L, “Experiential Learning (Kolb),” in Learning Theories, February 13, 2007, https://www.learning-theories.com/experiential-learning-kolb.html

Georgia State University. (2018). Experiential Learning Theory. Retrieved from https://myexperience.gsu.edu/faculty/resources/theory/

Harper, C. J. (2018). Vocabulary Instructional Strategies in a Middle-Level Science Classroom. Reading Improvement, 55(4), 127–134. Retrieved from http://search.ebscohost.com.ecsu.idm.oclc.org/login.aspx?direct=true&db=aph&AN=134 356354&site=ehost-live

Honey, M., & Kanter, D.E. (2013). Design, make, play: Growing the next generation of STEM innovators. New York: Routledge.

InstructionalDesign.org. (2019). Experiential Learning (Carl Rodgers). Retrieved from http://www.instructionaldesign.org/theories/experiential-learning/

McKenzie, M. (2013). Rescuing Education: The Rise Of Experiential Learning. Independent School, 72(3), 24. Retrieved from https://search-ebscohost- com.ecsu.idm.oclc.org/login.aspx?direct=true&AuthType=cookie,ip,cpid&custid=eastco nn&db=f5h&AN=85748138&site=eds-live

National Research Council. (2012). A framework for K-12 science education: Practices,

Crosscutting concepts, and core ideas. Washington, DC: National Academy Press

Next Generation Science Standards (2013). Next Generation Science Standards: For states by states. Washington D.C.: Author. Retrieved from http://www.nextgenscience.org