למידה טובה ומשמעותית: חוויות למידה חיוביות של בוגרים פלסטינים-ישראלים

This article describes positive learning experiences of graduates from schools in the Arab sector in Israel. The aim of the research underpinning the article was to deal directly with the pedagogical-educational aspect of the learning experiences. The research examined the experiences of the Arab graduates according to how the latter perceived the nature of these experiences so as to understand the nature of good and meaningful learning and learn about its characteristics. One of the central questions of the research was: What are the characteristics of the positive learning experiences of the Arab graduates, and what are the conditions that enabled them to occur? Two hundred and fifty graduates of the Arab education system in Israel participated in the research, which yielded interesting findings. For instance, it was found that 70 percent of the participants chose the school as the main place in which the positive experiences occurred, despite the fact that they were offered other possible choices such as family, friends and so on. In addition, the graduates' good learning experiences were revealed to be a product of meaningful learning that occurred within the classroom. Most of these learning experiences were associated with the personality and professionalism of the teacher. Experiences that occurred outside of the classroom focused principally on situations in which the graduates believed that they had undertaken important roles such as chairperson of the students' council, group leaders, and so on. The research also dealt with the various feelings and implications that emerged as a result of the learning experiences, but in the article, I shall focus on presenting the characteristics of the positive learning experiences for the purpose of understanding the nature of the good and meaningful learning described by the graduates.