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Experience refers to conscious events in general, more specifically to perceptions, or to the practical knowledge and familiarity that is produced by these processes. Understood as a conscious event in the widest sense, experience involves a subject to which various items are presented.
Experiential knowledge is knowledge gained through experience, as opposed to a priori (before experience) knowledge: it can also be contrasted both with propositional (textbook) knowledge, and with practical knowledge. [1]
Experiential learning can occur without a teacher and relates solely to the meaning-making process of the individual's direct experience. However, though the gaining of knowledge is an inherent process that occurs naturally, a genuine learning experience requires certain elements. [6]
Experiential education is a philosophy of education that describes the process that occurs between a teacher and student that infuses direct experience with the learning environment and content. This concept is distinct from experiential learning, however experiential learning is a subfield and operates under the methodologies associated with ...
Epistemology is the branch of philosophy that examines the nature, origin, and limits of knowledge.Also called theory of knowledge, it explores different types of knowledge, such as propositional knowledge about facts, practical knowledge in the form of skills, and knowledge by acquaintance as a familiarity through experience.
Procedural knowledge (i.e., knowledge-how) is different from descriptive knowledge (i.e., knowledge-that) in that it can be directly applied to a task. [2] [4] For instance, the procedural knowledge one uses to solve problems differs from the declarative knowledge one possesses about problem solving because this knowledge is formed by doing.
The process resembles an internship; however, a practicum focuses on observation over work experience. [2] In the case of student teaching placements within the United States, students gain insight into the professional responsibilities of classroom teachers by working under the direct supervision of experienced, state-licensed educators. [ 3 ]
Reflective practice is the ability to reflect on one's actions so as to take a critical stance or attitude towards one's own practice and that of one's peers, engaging in a process of continuous adaptation and learning.