Today my class learned Branch II of Environmental Inquiry – Experiential Learning also know as Learning in Place or Deeply rooted in place. So what is Experimental Learning? A simple way to explain it that it is learning through an experience by using your senses and turning that experience into knowledge and new understanding.
And just like in Day 3 and Day 4, what better way to learn inquiry pedagogies then doing inquiry pedagogy. So we set off to the Wascana Marshes to do experiential learning. The Prof told use to pay attention to out senses as walked.
Location: Walkway around Dr. Lloyd Barber Academic Green
Location: The RPIRG Green Patch community garden
When we talked our sounds were easily carried through the areas and so everyone could hear each other clearly.
Location: Walkway to the entrance to Archer Library
Saw that there’s at least two ways that snow hedges erode.
Location: Green spot at the entrance to Archer Library
Found some bunny footprints in the snow.
Found a Rosehip bush. One of my classmates said that the berry is a “false fruit.”
Looking up at the hoarfrost on the trees.
Used this to see the frost up close. They’re very spikey. They look spikey but they don’t feel spikey. They melt instantly melting in your hand.
There’s a bunny somewhere in this picture…
I took this picture because I saw the contrast between the Deciduous trees and the non-Deciduous trees, also know was evergreen.
According to Natural Curiosity experimental learning “involves an ongoing dynamic interchange between immediate experience and reflection on this experience (p.65).”
So after writing, looking back and organizing my pictures for this journal entry I realized that what I’m doing is essentially reflecting on my experience. And from this experimental learning and then reflecting what I went through, is that I have more questions about my environment then growing “knowledge” or “new understanding.” Like, why could I hear everyone clearing in the Green Patch and not at the entrance to the Archer library? Is it how wind was blowing or not blowing? Did the way the building were situated effect the sounds? Why was the top layer of the snow crusty, while the middle and bottom were fluffy? Why has there been some much hoarfrost these past few days? What even is a false fruit? And can I eat it?
Course Inquiry Questions: - How can inquiry pedagogies guide science learning?