Purpose

This study focused on Dewey’s philosophy of experiential learning and explored the implicit experiential values within Unit 1, “The Taste of Life,” in a Mandarin Chinese textbook published by KNSH that was designed for third-grade elementary school students. Four third-grade students who participated in an assisted learning program were included in this research. This study investigated the process of experiential continuity for and the learning experiences of low-achieving students with respect to the subject matter situation of the aforementioned textbook unit. We investigated how underachieving children engage in learning within the subject matter situation and how primary experiences can trigger reflective thinking. Additionally, we explored how student experiences can be interconnected and continuous. We assessed the learning outcomes of reflective thinking in low-achieving students and the insights these outcomes can provide in terms of the arrangement of subject matter in instructional contexts.

Design/methodology/approach

This study utilized an open classroom teaching approach within a school setting to instruct four low-achieving students. Firsthand data were collected by recording the students’ expressions and conversations. The study employed Dewey’s principles of continuity and interaction as analytical perspectives, encoding and categorizing the dialogues between the students and the teacher in the classroom. The focus of this study was to assess how effectively the subject matter of the instructional materials would stimulate reflective thinking.

Findings/results

We discovered that a rich subject matter situation can stimulate reflection and improve the continuity of the learning experiences of low-achieving students. Throughout the ongoing process of reflective thinking, the participating low-achieving students demonstrated high levels of engagement, enriched oral expression, and a propensity to engage in spontaneous interactive discussions, which led to improved learning outcomes. These findings indicate that Dewey’s experiential philosophy can serve as a valuable reference in designing the arrangement of instructional materials in different subject matter situations for low-achieving students.

Originality/value

This study employed Dewey’s philosophy of experiential learning and focused on teaching low-achieving students and exploring the educational values unerlying subject matter situation. It introduces a unique instructional perspective that can complement existing remedial teaching approaches. Moreover, this study adopted Dewey’s principles of continuity and interaction to analyze classroom discussions among low-achieving students, which represents a novel form of applying Dewey’s experiential philosophy in research. Our findings offer key insights and have practical value with respect to both Dewey’s philosophical theory and instructional practices.

Implications for policy/practice

Educational policymakers should design teaching materials with rich and diverse subject matter situations to foster reflective thinking among low-achieving students. Picture books with vibrant visuals can serve as excellent tools for shaping subject matter situation. Furthermore, Dewey’s experiential philosophy can be adopted in instructional contexts to transform the linear relationship between teachers and students in teaching and learning.