Considering Transformative Learning for Adolescents Enrolled at Semester Schools

Abstract

<jats:p> This study examines semester schools, which have elements associated with transformative learning, and an adolescent population, where transformative learning has less commonly been studied. We administered the Learning Activities Survey pre/post semester ( n = 173) and followed the survey with semistructured interviews ( n = 30) to assess whether students experienced Mezirow’s stages of transformative learning and achieved perspective transformation. Our results suggest that adolescents experience the stages of transformative learning more frequently at semester schools than at their originating schools. However, while students said they achieved perspective transformation on the surveys, interviews revealed that the outcome might better be described as a cycle of identity formation. Students said that the relationships with teachers and students, time for reflection, and the structure of the semester were important to their learning. Specifically, a supportive but challenging environment provided content that they reflected on to gain insight into their values and beliefs. </jats:p>

At Home with the Mavericks: Student and Teacher Perspectives of the Transformative Potential of Glasser’s Choice Theory at an Alternative Secondary School

“…Additionally, there were certainly examples of students in this study who exhibited aspects of transformational thinking in their responses. This supports the recent questioning of Buttigieg and Calleja (2021) and Meerts-Brandsma and Sibthorp (2021) about the possibility of transformative learning occurring in adolescents, given the right environment and support. Thus, further research examining the transformative potential in adolescents attending non-mainstream educational settings is needed to address this potential gap.…”

Experiential Education Programs: Fertile Environments for Identity Formation

“…In addition to teacher–student relationship, the experiences students have are important to identity formation. Educational experiences that include formal and informal learning, require participants to leave home, and are grounded in experiential education have been shown to influence identity formation in adolescents (Duerden et al, 2009; Kaly & Heesacker, 2003; Meerts-Brandsma & Sibthorp, 2021). While the exact reasons are not fully understood, social dynamics and activities seem to support identity formation.…”

“…Kaly and Heesacker (2003), who studied adventure education settings, partially attributed the change in identity formation to the discussions that participants had in response to prompts about goals, personal values, communication, problem-solving, self-reliance, and self-responsibility. Meerts-Brandsma and Sibthorp (2021) noted that the social environment cultivated in semester-long settings appeared to offer many students a strong social support system that they reported increased their confidence and willingness to be vulnerable while trying out new experiences. Duerden et al (2012) identified seven contextual elements (e.g., novelty, challenge, supportive relationships) in an outdoor adventure program that contributed to identity development.…”

Primary care nurses’ learning styles in the light of David Kolb

“…In his Experiential Learning Theory, Kolb argues that the individual is able to learn, create and recreate his own knowledge, based on the lived experience (9) . His ideas were initially thought in the field of education (10)(11) , but have been used in different fields of vocational training (12)(13)(14) as well as in the field of nursing (15)(16)(17)(18)(19) . For David Kolbe, in the learning process, practical experiences help building skills, knowledge and attitudes for problem-solving, hence the importance of fostering the acquisition of learning through experience (9) .…”