Organize on-site, hands-on explorative activities that introduce adolescents to unfamiliar contents and identity positions¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The review's synthesis supports organizing learning experiences that introduce adolescents to learning contents, activities, and identity positions they were thus far unfamiliar with, because such experiences "may invite them to adopt new interests, to identify undiscovered talents, and to try out new identity positions." On-site and hands-on formats are highlighted because they present new possibilities in authentic, real-life ways, helping adolescents decide to what extent they identify with them.

Design Implications¶

Context¶

Requirements¶

• Experiences should introduce contents, activities, or identity positions unfamiliar to the adolescents

Constraints¶

• Most studies of intentional fostering were conducted in after-school clubs, extracurricular classes, or summer camps rather than regular classrooms

Target Learners¶

• adolescents in secondary education
• adolescents with a higher risk of marginalization

Target Learning Goals¶

• exploring new identity positions and developing self-understandings

Affordances¶

• Explorative learning experiences can be organized in three forms — in-breadth, in-depth, and reflective — to intentionally support identity development [+W]

Claims¶

• In-breadth explorative learning experiences, especially on-site and hands-on activities, invite adolescents to adopt new interests and try out new identity positions [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Verhoeven, M., Poorthuis, A. M. G., & Volman, M. (2019). The Role of School in Adolescents' Identity Development. A Literature Review. Educational Psychology Review. https://doi.org/10.1007/s10648-018-9457-3