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National Repository of Grey Literature 2 records found  Search took 0.00 seconds. 
Using experiential learning for non-formal teaching history at secondary schools
 Dudek, Petr ; Turčová, Ivana (advisor) ; Psohlavec, Lukáš (referee)
Title: Using experimental learning for non-formal teaching of history at lower-secondary schools and for corresponding grades of eight- or six-year grammar schools. Objectives: The aim of this thesis was to create and realize a non-formal educational programme for a 9th graders of lower-secondary schools and for the corresponding grades of eight- or six-year grammar schools, which would serve to complement teaching of history with help of using elements of experiential learning. The secondary aim was evaluate programme by students themselves by using survey. Methods: The research group consisted of 54 students of the 9th graders of elementary school and the corresponding grade of eight- or six-year grammar schools. Data collection was based on using a self administered survey, which contained six closed question and one open-ended question. The data was evaluated with using graphs and descriptive statistics. Results: The survey results show that 53,7 % of the probands had never experienced a similar educational program before. The overall organization and difficulty of the program was perceived positively by 65 % of the respondents. 55,5 % of the respondents stated that the main benefit was the acquisition of new skills and factual information regarding the topic of the educational program for...
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John Dewey: Experience and Education
 VOTAVA, Pavel
This thesis deals with terms like experience and experiential learning in publications by John Dewey. The aim of this thesis is to find out how John Dewey works with issues of experiential learning. The thesis is structured in six main chapters. Each chapter is relevant to one Dewey´s book, which is related to experiential learning theory. In the first chapter, there are general thoughts of experiential learning from Experience and Nature. In the second chapter, Art as Experience is analysed, in which Dewey researches experience connected with art and aesthetics. The third chapter presents an analysis of The Child and The Curriculum, focused on curriculum from the point of experimental learning. The fourth chapter is concerned with The School and Society, in which there are obvious thoughts of experiential learning from educational and social perspective. The fifth chapter is based on Democracy and Education, where John Dewey thinks about experiential learning and its consequences for an individual in democratic society. Last chapter analyses Experience and Education, which sums up and complements the previous publications.
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