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Experiential Learning in Architectural Education: Design-build and Live Projects (Routledge Focus on Design Pedagogy)
by Aurelie De Smet Burak PakThis book is designed to be of interest to many different audiences due to its cross-sectoral and transdisciplinary content. It will appeal to those within architectural higher education as well as to spatial practitioners, students, civic and governmental organizations engaged in socio-spatial projects. The book is (1) an academic source of critical and practice-driven knowledge on experiential architectural design learning, (2) provides methods for other ways of learning in the form of design-build and live projects and (3) offers design inspiration for community-engaged spatial practices relevant to both educators and practising architects and designers.
Experiential Learning in Architectural Education: Design-build and Live Projects (Routledge Focus on Design Pedagogy)
by Aurelie De Smet Burak PakThis book is designed to be of interest to many different audiences due to its cross-sectoral and transdisciplinary content. It will appeal to those within architectural higher education as well as to spatial practitioners, students, civic and governmental organizations engaged in socio-spatial projects. The book is (1) an academic source of critical and practice-driven knowledge on experiential architectural design learning, (2) provides methods for other ways of learning in the form of design-build and live projects and (3) offers design inspiration for community-engaged spatial practices relevant to both educators and practising architects and designers.
Experiential Learning in Geography: Experience, Evaluation and Encounters
by Jonathan E. WessellThis book provides insight into the importance and impacts that experiential learning has in geographic education by examining the experience, the methods of evaluation, and the encounters that students have shared about their experiences. It allows the reader to gain insight into what it really takes to prepare and lead students in such experiences both domestically and internationally. The book can be used as a guide to planning, but also demonstrates the use of experiential learning theory throughout these experiences and especially the importance of reflection by the students on what they are experiencing. The book is beneficial to students and faculty alike that are studying geography education.
Experiential Learning in Philosophy: Philosophy Without Walls (Routledge Studies in Contemporary Philosophy)
by Julinna Oxley Ramona IleaIn this volume, Julinna Oxley and Ramona Ilea bring together essays that examine and defend the use of experiential learning activities to teach philosophical terms, concepts, arguments, and practices. Experiential learning emphasizes the importance of student engagement outside the traditional classroom structure. Service learning, studying abroad, engaging in large-scale collaborative projects such as creating blogs, websites and videos, and practically applying knowledge in a reflective, creative and rigorous way are all forms of experiential learning. Taken together, the contributions to Experiential Learning in Philosophy argue that teaching philosophy is about doing philosophy with others. The book is divided into two sections: essays that engage in the philosophical debate about defining and implementing experiential learning, and essays that describe how to integrate experiential learning into the teaching of philosophy. Experiential Learning in Philosophy provides a timely reflection on best practices for teaching philosophical ideals and theories, an examination of the evolution of the discipline of philosophy and its adoption (or reclamation) of active modes of learning, and an anticipation of the ways in which pedagogical practices will continue to evolve in the 21st century.
Experiential Learning in Philosophy: Philosophy Without Walls (Routledge Studies in Contemporary Philosophy)
by Julinna Oxley Ramona IleaIn this volume, Julinna Oxley and Ramona Ilea bring together essays that examine and defend the use of experiential learning activities to teach philosophical terms, concepts, arguments, and practices. Experiential learning emphasizes the importance of student engagement outside the traditional classroom structure. Service learning, studying abroad, engaging in large-scale collaborative projects such as creating blogs, websites and videos, and practically applying knowledge in a reflective, creative and rigorous way are all forms of experiential learning. Taken together, the contributions to Experiential Learning in Philosophy argue that teaching philosophy is about doing philosophy with others. The book is divided into two sections: essays that engage in the philosophical debate about defining and implementing experiential learning, and essays that describe how to integrate experiential learning into the teaching of philosophy. Experiential Learning in Philosophy provides a timely reflection on best practices for teaching philosophical ideals and theories, an examination of the evolution of the discipline of philosophy and its adoption (or reclamation) of active modes of learning, and an anticipation of the ways in which pedagogical practices will continue to evolve in the 21st century.
The Experiential Learning Toolkit: Blending Practice with Concepts
by Colin BeardThe Experiential Learning Toolkit presents a diverse range of practical exercises based on the theory of experiential learning, which is concerned with learning through direct experience to create more effective, engaging and embedded learning. Author Colin Beard has compiled more than thirty internationally tried and tested learning 'experiences', which cover corporate training, individual and organizational development and education. Each experiential activity includes the essential practical information required to deliver the exercise. As well as design tips and further reading there are clear titles for each activity that highlight the underpinning core theoretical concepts. The Experiential Learning Toolkit includes a wide range of training needs and topics including: effective customer service training and telephone skills; outdoor learning, including service learning; negotiating and assertiveness skills; strategic and higher level thinking; effective presentation skills; developing innovative and creative minds. Trainers will find this an invaluable resource, with fresh approaches that will engage and inspire learners. The Experiential Learning Toolkit is a companion text to the internationally best-selling Experiential Learning by Colin Beard and John Wilson (also published by Kogan Page).
The Experiment: Georgia's Forgotten Revolution 1918-1921
by Eric LeeFor many the Russian Revolution of 1917 was a symbol of hope. In the eyes of its critics, however, Soviet authoritarianism and the horrors of the gulags have led to the revolution becoming synonymous with oppression, threatening to forever taint the very idea of socialism.The experience of Georgia, which declared its independence from Russia in 1918, tells a different story. In this riveting history, Eric Lee explores the little-known saga of the country's experiment in democratic socialism, detailing the epic, turbulent events of this forgotten chapter in revolutionary history. Along the way, we are introduced to a remarkable cast of characters – among them the men and women who strove for a more inclusive vision of socialism that featured multi-party elections, freedom of speech and assembly, a free press and a civil society grounded in trade unions and cooperatives. Though the Georgian Democratic Republic lasted for just three years before it was brutally crushed on the orders of Stalin, it was able to offer, however briefly, a glimpse of a more humane alternative to the Soviet reality that was to come.
The Experiment: Georgia's Forgotten Revolution 1918-1921
by Eric LeeFor many the Russian Revolution of 1917 was a symbol of hope. In the eyes of its critics, however, Soviet authoritarianism and the horrors of the gulags have led to the revolution becoming synonymous with oppression, threatening to forever taint the very idea of socialism.The experience of Georgia, which declared its independence from Russia in 1918, tells a different story. In this riveting history, Eric Lee explores the little-known saga of the country's experiment in democratic socialism, detailing the epic, turbulent events of this forgotten chapter in revolutionary history. Along the way, we are introduced to a remarkable cast of characters – among them the men and women who strove for a more inclusive vision of socialism that featured multi-party elections, freedom of speech and assembly, a free press and a civil society grounded in trade unions and cooperatives. Though the Georgian Democratic Republic lasted for just three years before it was brutally crushed on the orders of Stalin, it was able to offer, however briefly, a glimpse of a more humane alternative to the Soviet reality that was to come.
Experiment and Exploration: From Epistemology to Bildung (Contemporary Philosophies and Theories in Education #6)
by Sönke AhrensThis book deals with contemporary epistemological questions, connecting Educational Philosophy with the field of Science- and Technology Studies. It can be understood as a draft of a general theory of world-disclosure, which is in its core a distinction between two forms of world-disclosure: experiment and exploration. These two forms have never been clearly distinguished before. The focus lies on the experimental form of world-disclosure, which is described in detail and in contrast to the explorational form along the line of twenty-one characteristics, which are mainly derived from empirical studies of experimental work in the field of natural sciences. It can also be understood as an attempt to integrate elements of the Anglo-Saxon Philosophy of Science with elements of the German tradition of Educational Philosophy. This is also reflected in the style of writing. In accordance to the content-level of the book, the argument for experimental forms of world-disclosure is written in an essayistic, readable style, which can be understood as an experimental form of writing.This book is a translation of the doctoral thesis 'Experiment und Exploration. Bildung als experimentelle Form der Welterschließung' (summa cum laude). The thesis was published in German in 2010 by Transcript (Bielefeld) in the series called 'Theorie Bilden', edited by Prof. Dr. Hannelore Faulstich-Wieland, Prof. Dr. Hans-Christoph Koller, Prof. Dr. Karl-Josef Pazzini and Prof. Dr. Michael Wimmer.
Experiment and Tradition in Primary Schools (Routledge Revivals)
by D.E.M. GardnerFirst published in 1966, Experiment and Tradition in Primary Schools was written to provide an account of the author’s pioneering study of the attainment of young children in schools where the curriculum was shaped by their spontaneous interests. The book describes the findings of Gardner’s work and assesses them in detail. It will have lasting relevance for those with an interest in the history of education and the development of education in infant and junior schools.
Experiment and Tradition in Primary Schools (Routledge Revivals)
by D.E.M. GardnerFirst published in 1966, Experiment and Tradition in Primary Schools was written to provide an account of the author’s pioneering study of the attainment of young children in schools where the curriculum was shaped by their spontaneous interests. The book describes the findings of Gardner’s work and assesses them in detail. It will have lasting relevance for those with an interest in the history of education and the development of education in infant and junior schools.
Experimental Architecture: Designing the Unknown
by Rachel ArmstrongIn this ground-breaking book, the first to provide an overview of the theory and practice of experimental architecture, Rachel Armstrong explores how interdisciplinary, design-led research practices are beginning to redefine the possibilities of architecture as a profession. Drawing on experts from disciplines as varied as information technology, mathematics, poetry, graphic design, scenography, bacteriology, marine applied science and robotics, Professor Armstrong delineates original, cutting-edge architectural experiments through essays, quotes, poetry, equations and stories. Written by an acknowledged pioneer of architectural experiment, this visionary book is ideal for students and researchers wishing to engage in experimental, practice-based architectural and artistic research. It introduces radical new ideas about architecture and provides ideas and inspiration which students and researchers can apply in their own work and proposals, while practitioners can draw on it to transform their creative assumptions and develop thereby a distinctive "edge" to stand out in a highly competitive profession.
Experimental Architecture: Designing the Unknown
by Rachel ArmstrongIn this ground-breaking book, the first to provide an overview of the theory and practice of experimental architecture, Rachel Armstrong explores how interdisciplinary, design-led research practices are beginning to redefine the possibilities of architecture as a profession. Drawing on experts from disciplines as varied as information technology, mathematics, poetry, graphic design, scenography, bacteriology, marine applied science and robotics, Professor Armstrong delineates original, cutting-edge architectural experiments through essays, quotes, poetry, equations and stories. Written by an acknowledged pioneer of architectural experiment, this visionary book is ideal for students and researchers wishing to engage in experimental, practice-based architectural and artistic research. It introduces radical new ideas about architecture and provides ideas and inspiration which students and researchers can apply in their own work and proposals, while practitioners can draw on it to transform their creative assumptions and develop thereby a distinctive "edge" to stand out in a highly competitive profession.
The Experimental Psychology of Beauty: The Experimental Psychology Of Beauty (Collected Works of C.W. Valentine)
by C.W. ValentineOriginally published in 1962, the experimental study of aesthetics was a field particularly associated with the name of C.W. Valentine, who in this book provided a critical review of research carried out since the end of the nineteenth century principally by British and American psychologists. The investigations described, many of them conducted by the author, are concerned with individual responses to what is commonly regarded as beautiful in painting, music, and poetry, an important distinction being made between the perception of objects as ‘beautiful’ as opposed to ‘pleasing’. The reactions of children and adults, and of people having different ethnic and social backgrounds, are explored in a variety of experiments dealing with specific elements, including colour, form, and balance in painting; musical intervals, discord, harmony, melody, and tempo; and rhythm, metre, imagery, and associations in classical and romantic poetry. Other experiments seek to disclose the temperamental and attitudinal factors underlying individual differences in the judgement and appreciation of specific works of art. Of particular interest are the studies of responses to modern paintings, poems and musical compositions. The findings throw light on the development of discrimination and taste and suggest the possibility of some common factor in the appreciation of these three arts. It was felt that critics as well as psychologists and aestheticians would find much to encourage reflection and to stimulate further research.
The Experimental Psychology of Beauty (Collected Works of C.W. Valentine)
by C.W. ValentineOriginally published in 1962, the experimental study of aesthetics was a field particularly associated with the name of C.W. Valentine, who in this book provided a critical review of research carried out since the end of the nineteenth century principally by British and American psychologists. The investigations described, many of them conducted by the author, are concerned with individual responses to what is commonly regarded as beautiful in painting, music, and poetry, an important distinction being made between the perception of objects as ‘beautiful’ as opposed to ‘pleasing’. The reactions of children and adults, and of people having different ethnic and social backgrounds, are explored in a variety of experiments dealing with specific elements, including colour, form, and balance in painting; musical intervals, discord, harmony, melody, and tempo; and rhythm, metre, imagery, and associations in classical and romantic poetry. Other experiments seek to disclose the temperamental and attitudinal factors underlying individual differences in the judgement and appreciation of specific works of art. Of particular interest are the studies of responses to modern paintings, poems and musical compositions. The findings throw light on the development of discrimination and taste and suggest the possibility of some common factor in the appreciation of these three arts. It was felt that critics as well as psychologists and aestheticians would find much to encourage reflection and to stimulate further research.
Experimental Studies in Learning Technology and Child–Computer Interaction (SpringerBriefs in Educational Communications and Technology)
by Michail GiannakosThis book is about the ways in which experiments can be employed in the context of research on learning technologies and child–computer interaction (CCI). It is directed at researchers, supporting them to employ experimental studies while increasing their quality and rigor. The book provides a complete and comprehensive description on how to design, implement, and report experiments, with a focus on and examples from CCI and learning technology research. The topics covered include an introduction to CCI and learning technologies as interdisciplinary fields of research, how to design educational interfaces and visualizations that support experimental studies, the advantages and disadvantages of a variety of experiments, methodological decisions in designing and conducting experiments (e.g. devising hypotheses and selecting measures), and the reporting of results. As well, a brief introduction on how contemporary advances in data science, artificial intelligence, and sensor data have impacted learning technology and CCI research is presented. The book details three important issues that a learning technology and CCI researcher needs to be aware of: the importance of the context, ethical considerations, and working with children. The motivation behind and emphasis of this book is helping prospective CCI and learning technology researchers (a) to evaluate the circumstances that favor (or do not favor) the use of experiments, (b) to make the necessary methodological decisions about the type and features of the experiment, (c) to design the necessary “artifacts” (e.g., prototype systems, interfaces, materials, and procedures), (d) to operationalize and conduct experimental procedures to minimize potential bias, and (e) to report the results of their studies for successful dissemination in top-tier venues (such as journals and conferences).This book is an open access publication.
Experimente im Chemieunterricht Band 2: didaktisch begründet auswählen und sicher durchführen
by Bernhard Sieve Sabine Struckmeier Dominic Böhm„Welches von den vielen Experimenten soll ich denn nehmen? Wie ordne ich die Experimente sinnvoll in meinem Unterricht an? Was muss ich bei der Durchführung bedenken?“ Wenn Sie sich als Lehramtsstudierende*r, Lehrkraft im Vorbereitungsdienst, Chemie fachfremd unterrichtende Lehrkraft oder frisch eingestellte Chemielehrkraft diese oder ähnliche Fragen bei der Planung Ihres Chemieunterrichts stellen, halten Sie gerade den zweiten Band einer idealen Planungshilfe in den Händen. Auch „alte Hasen“ können mit den zwei Bänden ihr Repertoire an Experimentierkunst erweitern.Die zwei Bände Experimente im Chemieunterricht enthalten eine Sammlung von über 400 praxiserprobten Schulexperimenten für den Chemieunterricht der Sekundarstufen I und II. Darüber hinaus sind zu jedem Experiment Durchführungshinweise und Gefährdungseinstufungen, Anregungen zur inhaltlichen Strukturierung des jeweiligen Unterrichtsthemas sowie Hinweise zur fachlichen und fachdidaktischen Einbettung aufgeführt. Videos zur Handhabung ausgewählter Geräte sowie zu zentralen Arbeitsweisen der Chemie unterstützen die Gestaltung eines gefahrenminimierten Chemieunterrichts. Als weiteres digitales Zusatzmaterial wird zu jedem Experiment eine editierbare Word-Version bereitgestellt. Über einen Verweis zur Datenbank DEGINTU können sie zudem Gefährdungsbeurteilungen zu zahlreichen Experimenten abrufen.Diese einzigartige Kombination von experimenteller und fachlich-fachdidaktischer Betrachtung hilft Ihnen bei der zielführenden Auswahl geeigneter Experimente für das jeweilige Unterrichtsthema und schafft damit eine zentrale Voraussetzung für lernwirksamen Chemieunterricht. Experimente im Chemieunterricht Band 1 und Band 2 – ein Muss für jede Chemielehrkraft!
Experimente zur optischen Interferenz aus dem 3D-Drucker (BestMasters)
by Patrick SchürmannIn diesem Buch stellt Patrick Schürmann Experimente zur optischen Interferenz vor, welche sich Lehrkräfte mittels 3D-Drucker selbst herstellen können. Sie bilden eine deutlich kostengünstigere Alternative zu den Angeboten der etablierten Lehrmittelhersteller, was eine Herstellung in Klassensätzen erlaubt. So können erstmals umfangreiche Schülerexperimente in diesem Inhaltsfeld realisiert werden. In praktischen Untersuchungen zeigen die Instrumente Qualitätsstandards, die für den schulischen Einsatz vollkommen ausreichend sind. Als Ausblick werden konkrete Einsatzmöglichkeiten für den Unterricht vorgestellt.
Experimentelle Längsschnittuntersuchung zur schreibmotorischen Entwicklung in der Grundschule. Mikromotorische Schreibdruckkurvenregistrierung bei unterschiedlichen Schreibübungsgeräten (Forschungsberichte des Landes Nordrhein-Westfalen)
by Arthur Schirmer
Experimentelles Denken: Theoretische und empirische Konkretisierung einer mathematischen Kompetenz (Freiburger Empirische Forschung in der Mathematikdidaktik)
by Kathleen PhilippTypisch für experimentelles Denken ist vor allem das Generieren und Überprüfen von Hypothesen. Es bildet die Grundlage für naturwissenschaftliches aber auch für mathematisches Arbeiten. Das Explorieren von Zusammenhängen sowie das Aufstellen und Überprüfen von Hypothesen anhand von Beispielen stellen wichtige Elemente im Prozess mathematischen Erkenntnisgewinns dar. Kathleen Philipp beschreibt und strukturiert diese Tätigkeiten auf der Basis erkenntnistheoretischer Modelle unter dem Begriff des „experimentellen Denkens“. Mit Hilfe zweier empirischer Studien untersucht und kategorisiert sie kognitive Prozesse experimentellen Denkens im Zusammenhang mit innermathematischen Erkundungen. Sie zeigt, dass sich experimentelle Kompetenzen als verschiedene Fähigkeitsdimensionen erfassen und durch ein geeignetes Training fördern lassen.
Experimentelles Lernen und ökonomische Bildung: Ein Beitrag zur fachdidaktischen Entwicklungsforschung
by Michael WeylandMichael Weyland erforscht die Verwendung ökonomischer Experimente als handlungsorientierte Unterrichtsmethode. Durch seine systematisch angelegte Untersuchung wird die Wirksamkeit und Effizienz experimentellen Lernens im Rahmen schulischer Lernprozesse erstmals empirisch belegt. Mithilfe methodisch ausgereifter Interventionsstudien im Feld unterzieht er zudem Curricula und Unterrichtsmaterialien für das Inhaltfeld „Wirtschaftsordnung“ einem Re-Design. Mit seinem Ansatz der wirtschaftsdidaktischen Entwicklungsforschung stellt der Autor ein theoriebezogenes und empiriegestütztes Konzept vor, das mit den Mitteln wissenschaftlicher Erkenntnisgewinnung zu einer Weiterentwicklung der Unterrichtspraxis beiträgt und auf diese Weise das Theorie-Praxis-Problem der wissenschaftlichen Fachdidaktik überwinden hilft.
The Experimenters: Chance and Design at Black Mountain College
by Eva DíazIn the years immediately following World War II, Black Mountain College, an unaccredited school in rural Appalachia, became a vital hub of cultural innovation. Practically every major artistic figure of the mid-twentieth century spent some time there: Merce Cunningham, Ray Johnson, Franz Kline, Willem and Elaine de Kooning, Robert Motherwell, Robert Rauschenberg, Dorothea Rockburne, Aaron Siskind, Cy Twombly—the list goes on and on. Yet scholars have tended to view these artists’ time at the College as little more than prologue, a step on their way to greatness. With The Experimenters, Eva Díaz reveals the importance of Black Mountain College—and especially of three key teachers, Josef Albers, John Cage, and R. Buckminster Fuller—to be much greater than that. Díaz’s focus is on experimentation. Albers, Cage, and Fuller, she shows, taught new models of art making that favored testing procedures rather than personal expression. These methodologies represented incipient directions for postwar art practice, elements of which would be sampled, and often wholly adopted, by Black Mountain students and subsequent practitioners. The resulting works, which interrelate art and life in a way that imbues these projects with crucial relevance, not only reconfigured the relationships among chance, order, and design—they helped redefine what artistic practice was, and could be, for future generations. Offering a bold, compelling new angle on some of the most widely studied creative figures of modern times, The Experimenters does nothing less than rewrite the story of art in the mid-twentieth century.
The Experimenters: Chance and Design at Black Mountain College
by Eva DíazIn the years immediately following World War II, Black Mountain College, an unaccredited school in rural Appalachia, became a vital hub of cultural innovation. Practically every major artistic figure of the mid-twentieth century spent some time there: Merce Cunningham, Ray Johnson, Franz Kline, Willem and Elaine de Kooning, Robert Motherwell, Robert Rauschenberg, Dorothea Rockburne, Aaron Siskind, Cy Twombly—the list goes on and on. Yet scholars have tended to view these artists’ time at the College as little more than prologue, a step on their way to greatness. With The Experimenters, Eva Díaz reveals the importance of Black Mountain College—and especially of three key teachers, Josef Albers, John Cage, and R. Buckminster Fuller—to be much greater than that. Díaz’s focus is on experimentation. Albers, Cage, and Fuller, she shows, taught new models of art making that favored testing procedures rather than personal expression. These methodologies represented incipient directions for postwar art practice, elements of which would be sampled, and often wholly adopted, by Black Mountain students and subsequent practitioners. The resulting works, which interrelate art and life in a way that imbues these projects with crucial relevance, not only reconfigured the relationships among chance, order, and design—they helped redefine what artistic practice was, and could be, for future generations. Offering a bold, compelling new angle on some of the most widely studied creative figures of modern times, The Experimenters does nothing less than rewrite the story of art in the mid-twentieth century.