Project pedagogy is the basis of experiential learning (theoretical study)

Abstract

This theoretical study explores the concept of project-based pedagogy as a basis for experiential learning. The problem addressed is the need to understand how project-based pedagogy can be effectively utilized to activate experiential learning, as it has been shown to improve learner engagement, motivation, and retention of knowledge.

 The study aimed to identify the principles of project-based pedagogy, experiential learning, and active learning, explore theories of project-based pedagogy and experiential learning, discuss the roles of teachers and learners in each approach, compare them, and identify the strengths and

 weaknesses of each approach. In addition, the study aimed to provide steps for activating experiential learning through project-based pedagogy.

Project-based pedagogy was defined as an approach that focuses on learner-led projects and problem-solving, experiential learning as a process that involves learning through experimentation, and active learning as an approach that involves learner participation in the learning process. The theories of project-based pedagogy and experiential learning were explored, and the roles of teachers and learners in each approach were discussed.

The main methods for successfully implementing it include linking projects to learning goals, integrating thinking and self-assessment, and providing opportunities for learners to share their experiences in work and learning, and this collaboration in peer learning can enhance the learning process further.

The advantages and disadvantages of project-based pedagogy and experiential learning were highlighted, and steps were provided for activating experiential learning through them. The study concluded that project-based pedagogy can significantly and effectively activate experiential learning, which can improve learner engagement and retention of knowledge.