Evaluating Experiential Learning & Reflection within an Agricultural Education Setting

This study is focused on the utilization of experiential learning in the agricultural education setting and the importance of incorporating reflective practices within this educational theory. The Cognitive Constructivism Learning Theory provided the framework for this qualitative study. Six participants, including agriculture educators, a core subject educator, and a school administrator participated in this two-part study that included a questionnaire on reflective practices utilized in the classroom and feedback on an annotated student and educator reflective resource. After a thorough analysis of the provided data on experiential learning and reflection, it is noted that these instructional practices provide an array of opportunities and concrete learning experiences for students to actively engage in individualized reflection while gaining access to skill sets such as collaboration, communication, and management skills that can be utilized in future endeavors. In recognizing the various outcomes associated with experiential learning, educational resources were also provided to project participants to review and provide recommendations to enhance the reflective resource pool for educators in Virginia. Upon completion of this project, we were able to define the importance of experiential learning, the positive correlation of reflection as it plays a key role in the experiential process, and the vast array of opportunities and skills derived from the utilization of these methodologies from an educational perspective.