Abstract:
The current study investigated the topic of experiential learning as an
application to the stages of Saudi education. It aimed to identify the beliefs
of the faculty members towards using experiential learning in social studies
learning environments. The data of the study was analyzed using qualitative
research analysis methods according to the grounded approach. The sample
consisted of (12( teaching staff members specialized in socio-educational
studies. Semi-structured interview questions were used as a tool to explore
their beliefs. The validity and reliability of the tool was also verifed.
The results of the study showed the possibility of using experiential learning
in improving social studies outcomes in the Saudi public education stages by
including it in classroom and non-classroom activities, as well as designing
the educational content in the textbooks according to mechanisms that support
the employment of experiential learning. The results also revealed a set of
experiential learning principles that enabled social studies teachers to practice
effective teaching practices. Furthermore, The results revealed the appropriate
experiential learning patterns for creating educational learning environments,
which were represented in the convergent, divergent, assimilative and
adaptive patterns. The study concluded with the most important fndings and
recommendations.
