EXPERIENCES AWARENESS BY INTEGRATING CONTEMPLATIVE APPROACH AND INQUIRY-BASED LEARNING
The aim of this action research was to study the effects of using contemplative approach and inquiry-based learning to enhance early childhood sophomores’ aesthetic experiences awareness. The target group were 12 students who enrolled in the Art, Music, and Movement for Young Children course in the second semester of 2016 academic year. Research design was single group time series design. Five steps instruction, relaxing – reviewing – inquiring – presenting and reflecting was developed by using contemplative approach and inquiry-based learning, then was applied to design 3 hours lesson plan for 14 plans. Data were collected in 4 times during the experiment using learners self-evaluation form on aesthetic experiences awareness. After the experiment, focus group interview, students’ weekly journals, and self-development reports were used to profoundly elicit students’ learning experiences. Repeated measure was used to analyzed quantitative data and content analysis was used to analyzed qualitative data.
The finding were as follows:
1) The students’ mean score of aesthetic experience awareness were at least one time different from others at .05 significant level. Mean score graph was cubic component (F = 8.981, p = .012). The second time measurement was higher than the first time (p = .020), while the second and the third time measurement were equal (p = 1.000), and forth time measurement was higher than the third time (p = .001).
2) Students reflected that learning atmosphere was so relaxing, joyful, and trustful, so that they became thoughtful, creative, more confident, and felt free to express their ideas. Moreover, they agreed that the aesthetic experiences transformed their perception toward arts, and raised their awareness of aesthetic experiences in daily life.