Energizing the Introduction to Education Classroom Through Experiential Learning
Abstract
The authors designed a course based on experiential learning to help college students relate personally to the foundations of education. During the semester course Introduction to Education, 120 college students formed partnerships with elementary school children and asked them questions about teaching and learning through letters and interviews. The college students clarified their educational philosophies, enhanced their communication skills, and overcame their preconceptions about young learners. College students may approach introductory education courses with high expectations. Unfortunately, this enthusiasm is often eroded by the courses' heavy emphasis on historical facts and philosophical underpinnings. Experiential learning not only energized the students but also provided them with a personalized understanding of educational issues that is often missing in introductory courses.
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