Structuring Experiential Learning Through Experimentation

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Abstract
The article focuses on an experimental approach to experiential learning. An undergraduate course about group problem solving was restructured around the scientific method of inquiry. A model developed by the class contained three categories of variables that impact an individual's behavior in problem-solving groups--individual or personality, interpersonal or role, and environmental or task characteristics. An example is given of students' interpretations of the effect of group-decision strategies. Six steps for implementing an experiential course include: structuring phenomena in a conceptual model; selecting exercises that will illustrate variables; and developing standard observation methods, as well as a system for data analysis.

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