Abstract
This chapter focuses on presenting practical applications of Kolb’s Experiential Learning Theory (ELT) in classroom practice but firstly it looks at defining and modelling the theory. It examines Kolb’s original model of ELT and then presents an alternative conceptualisation of it with particular focus on its application in scientific practices and how curricula internationally have applied the construct.
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Further Reading
Further Reading
Darling-Hammond, L. (2008). Teaching and learning for understanding. In L. Darling-Hammond, B, Barron, P. D, Pearson, A. H, Schoenfield, E. K, Stage, T. D, Zimmerman, G. K, Cervetti, & J. L, Tilson (Eds.), Powerful learning: What we know about teaching for understanding. San-Francisco: Jossey-Bass.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall.
Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2000). Experiential learning theory: Previous research and new directions. In R. J. Sternberg & L. F. Zhang (Eds.), Perspectives on cognitive, learning, and thinking styles. NJ: Lawrence Erlbaum.
Petty, G. (2009). Evidence based teaching: A practical approach (2nd ed.). Cheltenham: Nelson Thornes Ltd.
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Lehane, L. (2020). Experiential Learning—David A. Kolb. In: Akpan, B., Kennedy, T.J. (eds) Science Education in Theory and Practice. Springer Texts in Education. Springer, Cham. https://doi.org/10.1007/978-3-030-43620-9_17
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