PEDAGOGICAL FOUNDATIONS FOR EFFECTIVE EXPERIENTIAL LEARNING LABORATORIES IN GEOGRAPHY EDUCATION
Abstract
This thesis discusses the critical criteria and conditions necessary for creating effective learning-experiential laboratories that support meaningful and impactful educational experiences in geography education. By adhering to these guidelines, educators can ensure that these laboratories offer dynamic learning environments that enhance students' experiential learning, interdisciplinary research, and skill development. The thesis underscores the importance of incorporating various pedagogical theories and principles, such as constructivism, inquiry-based learning, place-based and culturally responsive pedagogy, and multimodal learning. These frameworks help create engaging and effective learning environments that promote critical thinking, problem-solving, and independent research. Furthermore, the thesis highlights the significance of social-cultural interactions, environmental literacy, and cognitive load management in optimizing the learning process within these laboratories.
Keywords: experiential learning, Geography education, constructivism, inquiry-based learning, place-based pedagogy, multimodal learning, interdisciplinary research, environmental literacy, cognitive load theory, social-cultural theory.
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