Experiential Learning in Upper Elementary Science Classrooms: Influence on Students’ Problem-Solving and Affect in Science

Background: Youths’ declining interest and engagement in science due to traditional content-driven curricula and teaching methods remains a concern. Thus, innovative pedagogical approaches and curricula are needed, specifically at upper elementary and middle school, to counter learners’ disengagement and negative attitudes toward science. The purpose of this study was to explore the effect of an experiential learning (EL) curriculum on students’ ability to solve problems in new contexts and their attitudes and affective engagement with science. Methodology/Approach: A multimethod case study approach was used. Quantitative data included a science attitude survey and a feedback loop reasoning pre and posttest given to the regular and EL classrooms. Qualitative data included classroom observations and student focus group interviews. We conducted a thematic analysis to systematically analyze classroom observation data. Also, internal reliability for the attitude survey pretests data was established via Cronbach's alpha. Findings/Conclusion: The results revealed that the EL group's average on the attitude scale somewhat increased, whereas the average of the regular class decreased significantly. The problem-solving pre- and posttests revealed a sizable increase in learning progression levels of the EL group compared to the regular group. Class observations showed mostly manifestations of positive affective engagement in the EL class, with some challenges connected to a competitive culture. Implications: EL provides opportunities to enhance students’ solving problems skills and positive engagement and attitudes toward science.