Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Sean Graham
G00298994
Date_____________________________________________________
Abstract
The Dewian model of Learning by Doing and its effectiveness in the Construction Studies
classroom is the focus of analysis in this dissertation. The methodology used for the purpose
of this dissertation is secondary research. The objectives of this dissertation are to, establish
a concise and accurate definition of Learning by Doing , critically explore the Dewian model
of Learning by Doing and investigate the application of this model in the Construction Studies
classroom which is also the original contribution of this dissertation. The research conducted
throughout this dissertation gives the researcher the confidence to say that the Learning by
Doing model can be applied to the Construction Studies classroom effectively. Based on this
the researcher established the following recommendations for applying this model to the
into the classroom, Allow opportunities for students to have first-hand experiences of
completing various construction actions inside the controlled environment of the classroom,
Allow students to take more control of their learning, Allow sufficient time for students to
reflect on their experiences and encourage them to document these reflections for future
learning. It is hoped that the production of this dissertation will inform educators of the
characteristics of the Learning by Doing model as well as giving them an insight into
Figures
Give the pupils something to do, not something to learn; and the doing is of such a nature
The inspiration for this dissertation originated throughout the researchers first stage of
teaching practice. During an informal discussion with a co-operating teacher after a Materials
Technology (Wood) lesson the researcher was made aware that the methods being
implemented in that lesson were similar to that of John Deweys model of Learning by Doing.
This sparked an interest in this learning model for the remainder of the researchers teaching
The Dewian model of Learning by Doing is a model that incorporates experiences and
reflects on these experiences (Kolb D. A., 1984, p. 6). It is through exposure to the experience
and the reflection on that experience that the student will learn something. The student can
then take knowledge from this process and use this to aid them in future experiences,
reflection is a way of processing experience in order to learn from it and improve future
The aim of this dissertation is to conduct a comprehensive investigation into the Dewian
model of Learning by Doing and its effectiveness in the Construction Studies classroom.
researcher will utilise and build upon a range of Deweys publications such as, Democracy and
Education, Experience of Education, Art as Experience and The Nature of Experience. The
researcher will also incorporate the works of David Kolb and other authors within the field of
experiential learning.
The Dewian model of Learning by Doing and its effectiveness in the Construction Studies
classroom is the focus of analysis in this dissertation. The original contribution of this
classroom.
The first section of this dissertation is the introduction where the researcher outlines the
aims, background, and limitations under which this dissertation was produced. The outline
Section two clarifies the definition of Learning by Doing with respect to multiple published
literature documents. Section three carries out an exploration into the Dewian model of
Learning by Doing from his original writings. Section four provides a critique of the Dewian
model of Leaning by Doing and looks at related models also. Section five involves
investigating how this model can be applied to a Construction Studies classroom. Section six
provides the researchers conclusions and recommendations based on the production of this
dissertation
Learning by Doing is defined by Alan Pritchard in his book Ways of Learning as gaining
knowledge of, or skill in, something through experience or practice (Pritchard, 2005, pp. 2,3).
In this statement, Pritchard is illustrating that knowledge gained through the practice or
experience of an activity. Similarly, Jordan et. al describe Learning by Doing as learning that
occurs as a result of experience and argue that experience and learning are inseparable
(Jordan et.al, 2008, p. 200). Despite learning and experience being directly linked a student
may or may not learn anything from the experience (Jordan et.al, 2008, p. 208). Colin Beard
and John Wilson, in their book The Power of Experiential Learning, define Learning by Doing
observed experiences, which build upon our past experiences or knowledge. (Beard, 2002,
p. 39). Beard and Wilson outline here that the experience from which the knowledge is gained
does not have to be that of the individual but can be an experience the individual observers.
Knowledge results from the combination of grasping and transforming experience (Kolb D.
A., 1984, p. 41) is how David Kolb defines Learning by Doing in his book Experiential Learning.
Here Kolb outlines that transformation plays a crucial role in the development of knowledge
from an experience. I order for the transformation to occur the student must undergo what
David Walker calls reflection activity (Walker, 1985, p. 12). It is in this reflection process
that the student evaluates the experience in order to learn something from it.
With respect to the four definitions above it is clear to the researcher that experience is at
the forefront of the Learning by Doing model. Be it past experience or current experience
the learner must engage and evaluate an experience in order to gain some knowledge from
it. Following this the researcher can construct his own definition for Learning by Doing
whereby he believes Learning by Doing is: a process where knowledge is gained through
John Dewey was born in Vermont in the United states of America in the year 1859. He is
regarded by David Kolb as one of the Foundation Scholars of Experiential Learning (Kolb D.
, 2014, p. xvii). Dewey received a Ph.D. from The John Hopkins University and taught at
several major universities (Dewey, 1938, p. 7). Upon his death in the year 1952, Dewey left
psychology, and liberal politics (Dewey, 1938, p. 7). He is also renowned for his work in the
education field and his belief in the unity of theory and practice is his most enduring
influence in the field of education (Dewey, 1938, p. 7). He is described by David Walker as
being the most influential figure to the notion of reflection and learning in modern times
(Walker, 1985, p. 11). David Kolb also highlights that in recent years many of Deweys ideas
have made their way into traditional education programmes despite these same ideas
being classed as progressive approaches to education in the nineteen thirties. (Kolb D. A.,
1984, p. 5)
phenomena, of objects and events accessible to our senses (Noddings, 2007, p. 24). One
example of this would-be Deweys use of biological metaphors and how he spoke of
education as synonymous with growth. Following on from this Dewey insisted that
experience is educative only if it produces growth (Noddings, 2007, p. 26). For growth to
occur and for the experience to be worthwhile it is essential for observation and judgment
Growth in education is not only related to gaining knowledge. Education should be holistic
and develop the child in the context of family, home and community (NCCA, 2007, p. 12).
The Code of Professional Conduct or Teachers states that teachers should facilitate
pupils/students holistic development (Council T. T., 2016, p. 7). The researcher believes
that the learning model and theory of Learning by Doing contributes greatly to a students
holistic development and therefore is in keeping with the current guidelines of teachers. Mimi
Benjamin strengthens this statement when she writes John Dewey valued students holistic
development and critiqued the Germanic model of higher education as not fully engaging
students with their learning (Benjamin, 2015, p. 105). Dewey also claimed that student
Experience and learning through the use of experience, experiential learning (Jarves, 2003,
an influencing factor on a human beings education, Dewey highlights that both experience
and education are not equal when he states the central role of experience in education does
not imply experience and education can be directly equated one to the other (McDermott,
1981, p. 506). To strengthen this statement, he highlights in his writing that it is not enough
to insist upon the necessity of experience, nor even the activity of experience. Everything
depends on the quality of the experience which is had. (Dewey, 1938, p. 14) Humans can
encounter experiences that are of no benefit to their education, Dewey labels these as mis-
the effect of arresting or distorting growth of future experience. (Dewey, 1938, p. 12) John
J. McDermott simplifies this in his book The Philosophy of John Dewey when he writes
educative experiences are those that do not arrest or distort the growth of further
experience- that is, they open the person to relationships and possibilities of enhanced
human living. (McDermott, 1981, pp. 506,507). Here McDermott highlights that Dewey had
divided potential experiences into two categories, mis-educative experiences, and educative
experiences.
Dewey goes further by bisecting the experiences into two elements, an active and a passive
element, the nature of experience can be understood only by noting that it includes an active
and a passive element peculiarly combined (Dewey, 1916, p. 52). The active element is the
actual doing of the experience. The passive is then the return gained or consequences
the thing and it does something to us in return: such is the peculiar combination. (Dewey,
1916, p. 53) The connection of these two elements measures the value of the experience and
Dewey follows on from this point however to highlight that an individual will only learn
something from an experience if they reflect on it and undergo the consequences that come
from the experience. When an activity is continued into the undergoing of consequences,
when the change made by action is reflected back into a change made in us, the mere flux is
loaded with significance. We learn something (Dewey, 1916, p. 34). In order to learn from
an experience a student must reflect on that experience. Richard Pring supports this in his
book John Dewey when he states that reflection is a way of processing experience in order
to learn from it and improve future action (Pring, 2007, p. 27). Reflection must be treated
as a tool for transforming experience into learning (Jordan et.al, 2008, p. 65). David Walker
also strengthens this theme of reflection and experience when he states that Dewey
explained reflection and experience as if it were a kind of learning loop, continually feeding
back and forth between the experience and the relationship being inferred (Walker, 1985,
p. 12). The researcher can deduct from this that in order for the learning to be effective
students must first engage in an experience and then reflect on that experience.
In conclusion, the researcher can deduct from the above information and research, that the
Dewian model of Learning by Doing is a learning model that requires both experience and
education. Give the pupils something to do, not something to learn; and the doing is of such
a nature as to demand thinking; learning naturally results. (Dewey, 1916, p. 160) He did also
belief that all genuine education comes about through experience does not mean that all
experiences are genuinely or equally educative (Dewey, 1938, p. 14). To highlight this Dewey
divided potential experiences into two categories, mis-educative and educative experiences.
David Kolb in his book Experiential Learning highlights that John Deweys model of the
learning process is remarkably similar to the Lewinian model (Kolb D. , 2014, p. 33). Similarly,
Colin Beard suggests that both Kurt Lewin and John Dewey believed that experiencing
something is the linking process between practice and thought (Beard, 2006, p. 18). He
follows on to quote Lewins well known quotation, there is nothing so practical as a good
theory (Beard, 2006, p. 19) which draws upon the relationship between theory and
Kolb does however follow on to state that Dewey makes more explicit the developmental
nature of learning and examines how learning transforms the impulses, feelings, and
desires of concrete experience into higher-order purposeful action (Kolb D. , 2014, p. 33).
This is closely linked to David Kolbs own Experiential Learning Cycle and is evident that Kolb
draws upon both Dewey and Lewin when building up his theory of experiential learning.
(Jarves, 2003, p. 57). This four-stage cycle of Experience, Reflective Observation, Abstract
Conceptualisation and Active Experimentation allows the learning to become more effective
In this cycle, a student has a learning experience, reflects on that experience, takes learning
from that experience and then uses that learning for future experience. The two main
elements in learning, experience and reflection are again evident in this cycle. Beard and
Wilson describe this approach to learning as probably the most encompassing, clarifying and
relevant approach to learning that we have come across (Beard, 2002, p. 38). Developing on
this David Kolb stresses that the experiential learning model pursues a framework for
examining and strengthening the critical linkages among education, work, and personal
development (Kolb D. A., 1984, p. 3). This again relates back to Deweys idea of holistic
development where he similarly states that student learning ideally should be experiential,
Despite the many strengths of the Learning by Doing model and the theory of experiential
learning there are still arguments and criticisms against it. Some critics argue that there is
too great an emphasis on experience to the detriment of the classical curriculum where
subjects are taught in traditional and formal classrooms (Beard, 2006, p. 39). The process of
allowing students to determine the direction of their learning might lead to the neutering of
the curriculum (Beard, 2006, p. 39). Here Colin Beard highlights that the curriculum is of high
importance and must be maintained in that stature. Following on from this he argues the
point that the Learning by Doing model and the concept of self-direction may
simultaneously lead to isolation, individualism and poor learning (Beard, 2006, p. 39). Poor
Learning is an aspect that all educators aim to avoid in their classroom and is the rationale
behind educators being cautious to try experiential learning techniques in their classroom
to link with technology (Beard, 2006, p. 39). Similarly, Danny Wildermeersch suggested that
the incorporation of experience and technology was puzzling (Wildemeersch, 1989, p. 68).
This is a major downfall of the Learning by Doing model as technology is a key figure in
society around the world. Neil Selwyn states that technology does not determine society: it
is society (Selwyn, 2013, p. 3). Following this Selwyn highlights that education is an integral
component of the changing contemporary world and that it is difficult to overlook the links
between education, economy and society (Selwyn, 2013, p. 6). With both technology and
education being so instrumental to society then it is important that both are combined so
that the use of technology can help students and teachers develop the competencies needed
for the twenty-first century (Council N. R., 2001, p. 207). The use of experiential learning and
The final criticism of the Learning by Doing model is that it is very subjective. The rationale
behind this model being classified as subjective is due to the fact that is based on what the
learner has undergone and thus does not have any wider applicability (Beard, 2002, p. 41).
David Walker agrees with this when he states only learners themselves can learn and only
they can reflect on their own experiences. He follows on to highlight that teachers can do
very little to alter this as they only have access to individuals thoughts and feeling through
what individuals choose to reveal about themselves (Walker, 1985, p. 10) Jenifer Moon also
strengthens this argument when she states that experiential learning should explicitly
recognise the subjective nature of experience (Moon, 2013, p. 125). The learners individual
feelings and opinions can affect what they learn from an experience.
The researcher can deduct from the above information and research that despite the
Learning by Doing model being classed as probably the most encompassing, clarifying and
relevant approach to learning that we have come across (Beard, 2002, p. 38) it is still not
without its flaws. There are questions regarding this model such as: Is it suitability in a
modern society that is majorly influenced by technology? Does the process of allowing
students to determine the direction of their learning (Beard, 2006, p. 39) effect the
curriculum? Other weaknesses such as the subjective nature of this model also add to the
Classroom
The Construction Studies subject is one of the oldest syllabuses in the current senior cycle
curriculum (Hickey, 2015). The syllabus was introduced in 1983; first examined in 1985 and
remains unchanged since. Despite its vintage, it has proven to be a resilient program that
demonstrates the considerable foresight of its authors (Hickey, 2015). The subject is
intended to provide a structured learning guide to modern construction theory and practice
in an Irish context while also make students aware of the impart that buildings and building
technologies have on the environment, landscape, and human comfort (King & Nolan, 2013,
p. vi). Similarly, to this the Techno Teachers Association state that Construction Studies
introduces students to the knowledge and skills associated with construction technology and
construction materials and practices. This is achieved through theoretical study and
integrated practical projects which provide a basis for the thorough exploration of materials
and processes (Association, 2015). Trevor Hickey simplifies this in his book, Construction
Technology, when he breaks the subject down into three main elements: Theory, Project
and Skills. He goes on to state that the theory is primarily about the design and
construction of domestic dwellings. The project allows the student to engage in a variety
of learning activities in a surprisingly broad range of areas from craft practices to architectural
modelling. While the skills element relates to woodworking skills and builds on the
knowledge and skills usually acquired during the junior cycle study of Materials Technology
Wood. (Hickey, 2014, p. vii). The subject is assessed under these three elements also with a
The link between the Learning by Doing model and the Construction Studies classroom is
very prominent and this subject lends itself invitingly towards the use of learning by doing
strategies. The Learning by Doing model is more suited to students with a practical mindset
and those who enjoy practical based lessons (Rather, 2004, p. 67). In order for students to
be better equipped for the learning process they should be able to understand the ways in
which they learn best. This falls under the heading of Metacognition where an individual
gains insight into their own thought process and come to better understand the ways in which
they learn (Pritchard, 2005, pp. 5,6). It is through this process that some students might
realise they learn more effectively through visual stimuli or verbal stimuli to name but two
(Pritchard, 2005, p. 5). These are known as learning styles and every learner has a learning
style (Hellmut R. Lang, 2006, p. 61) and every learner is a certain learning type also. Learning
by Doing is a broader learning model that encapsulates learning types such as physical and
visual learners (Pritchard, 2005, p. 5). If a student comes to the realisation that they learn
more effectively by using their hands or watching a demonstration, then they can deduct that
there would benefit from a classroom based on the Learning by Doing model.
Returning to the application of the Learning by Doing model in the Construction Studies
classroom the link between both is clear to be seen. Learning by Doing and experiential
learning is based on the belief that optimal learning occurs through experience where
students learn best when participating actively in hands-on opportunities that connect
content to application in the real world (Ishiyama, 2015, p. 351). The Construction Studies
syllabus provides multiple hands-on opportunities for students to learn and states that the
course is designed to introduce pupils to the knowledge and skills involved in construction
technology and construction materials and practices; through theoretical study and
integrated practical projects (D.E.S, 1983, p. 2). The practical projects provide ideal hands-
The subject of Construction Studies also provides opportunities for hands-on experiential
learning on a day to day basis as well as the practical projects. The syllabus states that this
investigation through the exploration of materials and processes involved in the construction
industry (D.E.S, 1983, p. 2). The majority of the processes involved in the construction
industry can be facilitated and demonstrated in a classroom. The students would get hands-
on experience of these processes and get to see first-hand how these processes would be
high-impact teaching practices is bringing experiential learning into (physical and virtual)
classrooms (Ishiyama, 2015, p. 351). By bringing these processes into the classroom
educators would be exposing students to high-impact teaching practices that would majorly
benefit them.
The question that now arises is how to apply a Learning by Doing model to a Construction
Studies classroom. Jay W. Roberts informs us that some examples of Learning by Doing are
field trips, project work, group work and lab experiments (Roberts, 2012, p. 4). All of these
examples can be woven into the Construction Studies classroom. The manufacturing of
projects is the most basic method of applying this model to the Construction Studies
classroom. Take for example if a teacher was covering the theory topic of timber frame
construction with a senior cycle construction class. If the teacher facilitated a class project or
multiple group projects whereby the students physically constructed a section of a timber
frame wall then this would be an example of Learning by Doing in the classroom. The
students would get to physically construct the section of the wall and from this they would
in turn gain knowledge of the regulations regarding timber frame walls, the different parts of
the wall, the materials used and the methods of joining all of these pieces. The students
would benefit from this hands-on approach as students learn best when participating
actively in hands-on opportunities that connect content to application in the real world
(Ishiyama, 2015, p. 351). A quote from Dewey to strengthen this would be Give the pupils
something to do, not something to learn; and the doing is of such a nature as to demand
Similarly, if the topic of electricity and wiring was being covered as part of the theory in class
the teacher could oversee the manufacturing of a simple electrical circuit. By completing this
process, the students, would gain experience and knowledge of the correct method of wiring
a plug, the difference between each individual wire, the wiring of a switch and the correct
safety precautions that have to be taken when working with electricity. The students will gain
deeper knowledge of this topic when exposed to this method of teaching. Wendy Conklin
agrees with this and states that delivering a topic with this method may spark creativity and
depth of understanding she also follows on to state that students will gain deeper
understanding of a topic when completing simple tasks related to that topic (Conklin, 2004,
p. 220). This example would also relate back to Deweys theory of the importance of students
holistic development John Dewey valued students holistic development (Benjamin, 2015,
p. 105). Students would not only gain the theoretical knowledge of electricity but would also
An essential stage of the Learning by Doing model is the reflection activity, which involves
1985, p. 12). As Dewey states intelligence was not necessarily an innate quality, but one that
could be developed and honed as individuals responded to experience through the process
of reflective thought (Dewey, 1933, p. 101). The subject of Construction studies also lends
itself naturally towards this reflective activity through the structure of how it is examined. As
stated earlier the subject is examined under three elements with a theory paper a skills test
and a project (Hickey, 2015). With the theory paper been the last of these three
examinations students are given the opportunity to reflect on their practical experiences of
the skills test and the project. They then can take what they have learned from reflecting on
these experiences and use it to benefit them in the final theory paper.
Reflection can also be incorporated into the day to day teaching of the subject through the
use of practical experiences and reflecting on these experiences. David Walker states that
reflection is needed at various points: at the start in anticipation of the experience, during
the experience and following the experience (Walker, 1985, p. 10). This reflective activity
could be carried out in conjunction with a Damp Proof Course experiment as part of the topic
of foundations in the subject of Construction Studies. This experiment is carried out to show
the effects and importance of Damp Proof Course. The students would firstly reflect in
anticipation of what they expect to happen. They would then engage in the experience by
conducting the experiment themselves and reflecting on the process throughout. Finally,
they would then reflect on the experience and experiment as a whole after it was completed.
By combining these reflection activities (Walker, 1985, p. 12) together students think
about events that happened in order to make sense of them (Beard, Experiential Learning,
2006, p. 245). It is through this reflection activity on the experience that learning occurs.
Dewey strengthens this when he states when action is reflected back into a change made in
us, the mere flux is loaded with significance. We learn something (Dewey, The Nature of
Conclusion
From the commencement of this dissertation the aim of the researcher was to conduct a
comprehensive investigation into the Dewian model of Learning by Doing and its
effectiveness in the Construction Studies classroom. The researcher achieved this by adhering
to the three objectives of this dissertation which were: to establish a concise and accurate
definition of Learning by Doing, to critically explore the Dewian model of Learning by Doing
and to investigate the application of this model in the Construction Studies classroom.
From the investigation above, and in an effort to establish an accurate definition, it became
clear that experience is at the forefront of the Learning by Doing model. Be it past experience
or current experience the learner must engage and reflect on an experience in order to gain
some knowledge from it. Carrying on from this the researcher constructed his own working
definition for Learning by Doing whereby he believes Learning by Doing is: a process
The exploration of the Dewian model of Learning by Doing revealed that John Dewey
considered there to be two types of experiences that one could be exposed to. He labelled
these mis-educative and educative experiences. The belief that all genuine education comes
about through experience does not mean that all experiences are genuinely or equally
educative (Dewey, 1938, p. 14). Dewey also highlighted that in order to learn from an
experience a student must reflect on that experience and believed that reflection must be
The critical evaluation of the Learning by Doing model revealed that despite this model being
classed as probably the most encompassing, clarifying and relevant approach to learning
that we have come across (Beard, 2002, p. 38) it is still not without its flaws. There are
questions regarding this model and its suitability in a modern society that is majorly
influenced by technology. Other issues such as the process of allowing students to determine
the direction of their learning along with the subjective nature of this model also add to the
The researcher can conclude that he believes the Learning and Doing model goes hand in
hand with the Construction Studies syllabus. The subject lends itself naturally towards the use
of experiential learning, project work and experimentation. All of these teaching strategies
relate to the model of Learning by Doing and also offer students a chance to get hands on
incorporated into these experiences the student then is open to the opportunity to gain
knowledge and learn something from the experience. Take for instance a student undergoes
the process of cutting the members for a traditional cut roof in the construction studies
classroom. The student will first partake in the physical activity of cutting the members. Then
for a later exercise or for homework the student will write a short reflection of the experience
as a whole. By engaging in the experience and reflecting on it learning will naturally take
place.
It is with the above research that the researcher can confidently say that the Learning by
Doing model can be applied to the Construction Studies classroom effectively. Based on this
the researcher established the following recommendations for applying this model to the
Allow sufficient time for students to reflect on their experiences and encourage them
The researcher believes that if these recommendations are taken into account and followed
in the Construction studies classroom that the model of Learning by Doing will naturally exist
inside that classroom. The researcher also believes that this model should not have to be
forced into application as the syllabus allows for these techniques to be implemented. The
Learning by Doing model is one that will benefit both students and teachers of the subject of
Construction Studies.
Give the pupils something to do, not something to learn; and the doing is of such a nature
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