Journal of Research in Education Sciences (Dec 2024)
一個人走向一群人：探索教育中的價值內化與經驗遷移 From Individual to Collective: Exploring Value Internalization and Experience Transfer in Adventure Education
Abstract
人際關係與團隊合作是學校教育重要的核心素養，有效落實此一教學成效更是探索教育活動的價值。因此，藉由活動參與來建立並提升個體團隊合作能力的有效運作機制，是備受關注的議題，也是培育具有社會責任能力人才的重要關鍵。本研究以課堂冒險 （Adventure In The Classroom, AITC）模式進行教學設計，採用行動後反思（After Action Review, AAR）策略來引導學生透過問卷調查、心得回饋等資料，經過文本擷取、Jieba斷詞、特徵篩選（feature selection）、TF-IDF（Term Frequency-Inverse Document Frequency）權重分析，製作文字雲，進行資料視覺化等文字探勘流程來找出文本的關鍵價值語詞。本研究發現，透過探索教育課程方案的實施，能讓參與者逐步從自我認同轉向與一群人的共同價值觀靠攏。這種轉變是因為參與者在活動體驗中逐漸培養循序漸進的主動學習意願，透過與同儕的學習合作獲得更多機會，並增強了問題解決的能力，進一步優化價值觀與生活應用，強化參與者的生活學習和發 展。 Research Motivation and Purpose Although substantial quantitative, qualitative, and mixed-method evidence has been obtained that supports the effects of adventure education on personal development, the research methodologies employed in studies on this topic have inherent limitations. Challenges related to research design rigor, statistical validity, and interview-focused models highlight the need for further investigation into value internalization and experience transfer. The present study investigated whether adventure education, as a medium for behavioral development, provides a context in which participants gain experiential value through nonlinear observations, thereby supplementing current literature findings. Achieving effective learning outcomes involves pre-instructional preparation, in-process adjustments, and post-instruction evaluation in addition to guidance and correction of learners’ behaviors and feedback during the learning process. The internalization of experiential value and the transfer of experiences in adventure education can be assessed through after action reviews (AARs), in which participants’ reflections, discussions, and shared insights are used to evaluate activity effectiveness. The present study focused on learning-by-doing in adventure education, employing the experiential learning cycle model, which comprises experiencing, observing, discussing, and reflecting. The aim of the study was to enhance students’ willingness to actively engage in learning, create peer learning opportunities, improve problem-solving skills, and assist students in clarifying and applying their personal values in their lives, thereby contributing to lifelong learning and development. Literature Review Studies on adventure education have highlighted several key principles of experiential learning, including trust building, goal setting, challenge/stress, experience, humor/fun, and problem-solving (Ellmo & Graser, 1995; Schoel et al., 1988). Therefore, the long-lasting benefits of individual participation in adventure education activities should be evaluated on the basis of activity content (Ellmo & Graser, 1995). The operational model for adventure education activities can be described as a series of waves, comprising phases characterized by peaks, troughs, turbulence, stimulation, calm, and activity (Luckner & Nadler, 1997). This model emphasizes briefing, activity, and debriefing, with participants learning and developing through an activity’s operational mode. Applying AAR in educational courses involves employing student learning strategies to (1) set group learning goals through discussion, (2) prepare for course learning, (3) stimulate student brainstorming and self-guidance, and (4) engage in peer feedback and observational evaluation. This process guides the implementation of teaching activities, ensuring high teaching quality and effectiveness. Continuous AAR after an activity enables focused, efficient, and productive discussions, which help individuals or groups gain meaningful experiences through action. In this model, immediate feedback is provided from participants during the teaching process that offers teachers valuable information for adjusting their teaching and improving its effectiveness, which can enhance teaching quality and improve learning outcomes. Research Methods The present study involved 39 university students, that is, 24 male (61.54%) and 15 female (38.46%) participants. The main program was a 10-week course comprising 3-hour weekly adventure education activities involving problem-solving and teamwork challenges. Data were collected on the participants’ involvement across the 10 weeks, and feedback was obtained from the participants. Term frequency-inverse document frequency weight analysis was employed to determine the value the participants derived from these activities, and word clouds were generated to visualize the findings. Research Results The participants’ self-reported activity engagement scores ranged from 3 to 10, with an overall average of 7.87 ± 1.49, indicating a high level of participation. Semantic analysis of the text mining results indicated that the top 10 core values participants focused on during the activities were “we,” “self,” “trust,” “completion,” “life,” “team,” “leader,” “success,” “belief,” and “goal.” The terms “we” and “self” ranked highly in the weight analysis, suggesting that the participants reflected on their roles and relationships within the group context, shifting from a focus on self-identity to one of alignment with shared group values. Qualitative data analysis revealed that the participants’ involvement in adventure education followed four developmental stages: communication and cooperation awareness, trust building and problem-solving, mutual support and leadership collaboration, and team cooperation and group cohesion. Discussion and Recommendations The present study revealed that the implementation of adventure education promoted the development of dynamic relationships, with participants gradually transitioning from a focus on individual perspectives to shared, collective values. The four key stages of this process were as follows. 1. Communication and Cooperation Awareness The participants recognized their connection to the group and began to identify as members of the group. This sense of identification fostered resonance among the participants, establishing a foundation for the formation of closer relationships. 2. Trust Building and Problem-Solving The participants developed trust during the activities, which increased their willingness to support and help each other overcome difficulties, which strengthened their team bonds and enhanced their problem-solving abilities. 3. Mutual Support and Leadership Collaboration The leaders and followers among the participants supported and encouraged each other, which enabled the team members to realize their potential and achieve higher, shared goals. 4. Team Cooperation and Group Cohesion The participants transitioned from an individual-oriented to a team-oriented mindset, demonstrating active engagement in team activities and tasks. They recognized their complementary strengths and learned how to work together toward common goals. In summary, focusing on participants’ psychological processes, particularly those related to beliefs, emotional expressions, and behavioral tendencies, during their pursuit of goals is crucial. Understanding these behaviors can provide key insights into participants’ changes and growth, with individuals gradually recognizing the connection between the individual and the group through adventure education activities and recognizing their shared values. Furthermore, an environment that encourages active learning and the development of social skills must be established. Educators should adopt the low-cost, high-efficiency model for adventure education courses that was proposed in the current study and integrate similar activities into other types of courses. This strategy can enhance course appeal and create opportunities for young people to engage in social and personal development.
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