Investigation of Experiential Learning Practices in K-12 Education
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Experiential learning is a teaching strategy and theory that emphasizes the individual student's experience "... there is one permanent frame of reference: namely, the organic connection between education and personal experience” (Dewey, 1938, p. 25). What is known about experiential learning methodology conclusively is that students experience superior learning outcomes when experiential learning methods are used (Burch et al., 2019). What requires further investigation are the factors of assessing experiential education to determine what procedures contribute to the achievement of student outcomes. There is a lack of formal research in K-12 experiential learning and available experiential frameworks are insufficient when applied to K-12 education. Experiential resources focus primarily on the student’s progress through a set of defined procedures when supporting material for the facilitation of learning by educators are noticeably absent. This paper establishes the need for a base of instructors' understanding in K-12 experiential methods assessment. This research identifies areas for further exploration of concepts and future studies to develop relevant supports to facilitate meaningful experiential education in K-12 education.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it