Abstract
Experiential-learning theory suggests that students acquire knowledge through hands-on learning environments, and aspiring journalists need a setting where they can experience science—its process(es) as well as how to report empirical findings. Researchers used pre/post questionnaires, field notebook evaluation, and focus group analysis as methods to assess an interdisciplinary, experiential course that combined science and media undergraduates. Results revealed students valued procedural over fact-based knowledge. Students also indicated increased perceived confidence—even when they answered questions incorrectly.
Recommended Citation
Kuban, Adam J.; O'Malley, Michelle M.; and Florea, Lee J.
(2014)
"Students’ Knowledge and Perceived Confidence in an Interdisciplinary Experiential-Learning Environment,"
Journal of Community Engagement and Higher Education: Vol. 6:
Iss.
2, Article 4.
Available at:
https://scholars.indianastate.edu/jcehe/vol6/iss2/4
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