ebook img

Experiential Education and Adolescents’ Personal and Spiritual Development: A Mixed-Method Study in the Secondary School Context of Hong Kong PDF

204 Pages·2013·50.02 MB·English
Save to my drive
Quick download
Download
Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.

Preview Experiential Education and Adolescents’ Personal and Spiritual Development: A Mixed-Method Study in the Secondary School Context of Hong Kong

Experiential Education and Adolescents’ Personal and Spiritual Development Chung Kwan Ackie Cheung Experiential Education and Adolescents’ Personal and Spiritual Development A Mixed-Method Study in the Secondary School Context of Hong Kong Foreword by Prof. Dr. Alan Ewert and Prof. Dr. Annette Scheunpflug RESEARCH Chung Kwan Ackie Cheung Hong Kong Dissertation Universität Erlangen-Nürnberg, 2011 ISBN 978-3-531-18575-0 ISBN 978-3-531-19120-1 (eBook) DOI 10.1007/978-3-531-19120-1 The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data are available in the Internet at http://dnb.d-nb.de. Springer VS © Springer Fachmedien Wiesbaden 2013 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or schol- arly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this pub- lication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal r esponsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein. Printed on acid-free paper Springer VS is a brand of Springer DE. Springer DE is part of Springer Science+Business Media. www.springer-vs.de To Hon Fai Solomon Table of contents Foreword by Prof. Dr. Alan Ewert ..................................................................... II by Prof. Dr. Annette Scheunpflug ..................................................... 13 Preface ................................................................................................................ 15 List of tables and figures .................................................................................... 17 List of abbreviations .......................................................................................... 18 I Introduction .................................................................................................... 19 1.1 hnport of experiential education ............................................................ 20 1.1.1 Experiential education in Hong Kong ........................................... 20 1.1.2 Promotion of1he use ofe xperiential educabonIadventure-based prnctice .. 21 1.2 Personal development as human function of coping and living ............. 23 1.3 Experiential education and personal development ............................... 26 1.4 Purpose and design of the study ............................................................. 29 1.4.1 Key concerns of investigation: Self-concept, self-efficacy, learning climate and spiritual dimension. ...................................... 29 1.4.2 Research question and purpose of the study. ................................. 30 1.4.3 Design of the study ........................................................................ 31 Summary .............................................................................................................3 4 2 Literature review and clarification of research question ................................ 35 2.1 Experiential education: Explication of the concept ................................ 35 2.2 Experientia1 edllCaticm and adventure-based practice: Conceptua1 framewrnk .... 39 2.2.1 Leamer-centered orientation. ........................................................ .40 2.2.2 Construction ofiearning environmenticondition. ......................... .41 2.3 Review on the effects of adventure-based practice ................................ 54 2.3.1 Benefits of adventure-based practice ............................................. 54 2.3.2 Empirical results from related literatures ...................................... 54 2.3.3 Research focus of adventure-based programs in this study. .......... 56 7 2.4 Clarification of research question ........................................................... 57 2.4.1 Peripheral layer .............................................................................. 58 2.4.2 Central layer .................................................................................. 59 2.4.3 Contextuallayer. ............................................................................ 67 2.4.4 Restating the purpose of this study in brief... ................................ 68 Summary ............................................................................................................. 69 3 Methodology and methods of data collection ................................................ 70 3.1 Case study design ................................................................................... 70 3.1.1 Methodological decision ............................................................... 71 3.1.2 Limitation of using case study. ...................................................... 72 3.1.3 Researcher's role .......................................................................... 73 3.2 Data collection methods ......................................................................... 74 3.2.1 Internet website analysis ................................................................ 75 3.2.2 Institute profile ............................................................................... 76 3.2.3 Interview to teachers and practitioners .......................................... 77 3.2.4 Episodic interview tu adolescent participants ............................... 80 3.2.5 Observation. ................................................................................... 81 3.2.6 Quantitative survey ........................................................................ 82 Summary ............................................................................................................. 90 4 Findings: Case record in layers ...................................................................... 91 4.1 l'erijn:ral \ayIr. CiIrums1antia1 infunnalion of1be advezJture.base progmms ...... 91 4.1.1 Expectation of adventure-based programs .................................... 91 4.2 Cenlrallayer: Learning process aod product ofa dventure-based programs. ..... 93 4.2.1 Learning product in questionnaire ................................................. 94 4.2.2 Learning process in episodic interview ....................................... 112 4.2.3 Learning process in observation .................................................. 119 4.3 Contextual layer: Hong Kong school context ...................................... 121 4.3.1 The historical development ofe xperiential education in Hong Kong .... 121 4.3.2 understanding of1he tenns "experieIltial education" aod "spirituality" ... 126 4.3.3 The reception of experiential/adventure-based elements in Hong Kong secondary schools .................................................... 129 Summary ........................................................................................................... 132 8 5 Discussion and conclusion ........................................................................... 133 5.1 hlttiptdalimm firKIing; of= tra1 \ay<r. Learning ina<Mntum-based progra!ll'!• •• 133 5.1.1 Perceived self-concept and perceived self-efficacy ..................... 135 5.1.2 Participants' perceived learning climate ...................................... 140 5.1.3 Participants' perceived spiritual dimension ................................. 143 5.1.4 (In)Complete adven1lJre.based program learning process as a whole ... 146 5.2 Interpretation on findings of contextual layer: Adventure-based practice in the secondary school context of Hong Kong ...................... 147 5.2.1 ~pracliceas~ 00"",';00 in Hong Kong am1i:xt. .. 147 5.2.2 Popularized adventure-based practice from elite/middle-class students to stodents of the general public .................................... 149 5.2.3 Adventure-based practice in adapted program format with differentiated goals in school context of Hong Kong .................. 151 5.3 Intrapersonal and interpersonal development against a global context as functions of adventure-based practice/programs ................. 154 5.3.1 Adventure-based practice as enhancement of personal development: Spiritual being, individual being and holistic being ............................................................................... 159 5.3.2 Prescriptive use ofe xperieolial education embedded in school context .... 175 5.4 Conclusion ............................................................................................ 176 5.4.1 The study in summary ................................................................. 176 5.4.2 Limitations of the current study .................................................. 177 5.4.3 Conclusion in brief ...................................................................... 178 5.5 hnplication ............................................................................................ 178 5.5.1 Recommendation for adventure-based/school practice .............. 178 5.5.2 Recommendation for theory reflection ........................................ 183 5.5.3 Recommendation for further research ......................................... 186 Closing words ................................................................................................... 189 References ......................................................................................................... 190 Appendices ........................................................................................................ 205 Appendix A: Website, institute profile, expert interview, semi-structured interview, episodic interview and observation guiding questions .......................................... 205 Appendix B: Table of construct information of quantitative survey ............ 206 9 Foreword by Prof. Dr. Alan Ewert "/ regard it as the foremost task of education to insure the survival of these qualities: an enterprising curiosity; an undefeatable spirit; tenacity in pursuit; readiness for sensible self-denial; and above all, compassion." Kurt Hahn WhenKurtHahn made this statement in the early 1900's, he was not just suggesting this for students in the United Kingdom or Westem Europe, but, by implication, all students, everywhere. For, is it possible, that any society across the globe, will long flourish without the above qualities being instilled in its young people? And hence a fundamental question emerges for school systems and individual teachers alike, how can meaningful learning experiences be created for students that address all the pedagogical domains of the physical, emotional, intellectual, and psychological? Moreover, how can school systems move from an overemphasis on producing students who are only really successful at passing tests and instead contribute to the development of well-rounded citizens willing to show leadership and the qualities articulated by Kurt Hahn? Like everywhere, secondary schools in Hong Kong are also faced with these very issues, namely, how to develop an educational system that teaches to the ''whole student" rather than simply focusing on the recital of facts and figores, numbers and data, all of which are important but often seem strangely divorced from the rest of their life. In a sense, passing tests and getting good grades often fall into the "necessary but insufficient" conundrum. Fink (2003) makes two points that have a connection to the issue of effective learning. First, he suggests that high quality learning is absolutely essential to high quality living, and in this case, the learning comes first, rather than the other way around. Second, effective educational programs are becoming more important in various societies because the issues that student face are necessitating new perspectives, knowledge, and skills. And this is where the concept of "experiential education" comes into play. In her study, Dr. Cheung describes the spread of experiential education as a complement to the more traditioual curriculum structure within the Hong Kong secondary school system. In addition, she provides a more specific context of experiential 11 education, namely, that of adventure-based programs, by postulating that these types of activities and experiences can add a much needed dimension to the school curriculum. The hope and, indeed, expectation, of incorporating experiential and adventure-based programs into educational learning environments lies in their ability to positively influence both the spiritual and personal development of the adolescent population. Dr. Cheung has attempted to discover if this is being accomplished in the secondary school systeru of Hong Kong and if it is even possible to integrate individual characteristics such as self-concept and spiritual growth while nested in a highly collective culture and society. Using a case study design, Dr. Cheung uses six data collection methods to triangulate on the question of how effective experiential education is in the Hong Kong school systeru. In addition, using different contextual and conceptual layers of data provided an insightful aspect of the data analysis. Findings from this study suggest that the use of experiential and adventure-based learning activities presented a positive and beneficial enhancement to the school curriculum. Thus, whether in theory or in praxis, the use of experiential education can and does make a difference in the personal growth and development of the individual-a necessary ingredient ifs ocieties are to achieve the full potential oft heir population. Perhaps Kurt Hahn captured the essence of the porpose of Dr. Cheung's study, in his stateruent, "We are all better than we know; if only we can be brought to realize this, we may never be prepared to settle for anything less." Fink, L. D. (2003). Creating Significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass. Prof. Dr. Alan Ewert Professor and Patricia and Joel Meier Endowed Chair in Outdoor Leadership Indiana University, the U.S. 12

See more

The list of books you might like

Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.