| Many teachers do not understand the brain, and this can have discouraging results on students' learning. Using literary research on the brain, learning, and experiential education, this two-part thesis explains why it is important for educators to become familiar with the brain in correlation with learning in the hope of enhancing learning and reducing shame inside the classroom. To supplement the literary research, I have designed a survey-based research project on the effects of experiential education on academic success to see if there is a positive correlation on learning and independence when the brain is actively engaged through experiential education activities. Using a quantitative and qualitative survey over a two-year period, seventh grade students (ages 12-13) in the 2007-2008 school year and eighth graders (ages 13-14) during the 2008-2009 school year were given surveys on how their outdoor and elective programs affected their academic learning and personal independence. The quantitative data remained neutral, while the qualitative results confirmed the hypothesis that outdoor trip programs and elective classes enhance students' academic ability and independence. The results provide indirect support of the theory that experiential education activities enhance brain function, which, in return, enhances learning inside the classroom. More research should be conducted in the future. The second part of the thesis seen in Appendix A is a business plan designed following the research conducted in part one of the thesis. |
