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.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Bell, R., Smetana, L., & Binns, I. (2005). Simplifying inquiry instruction. The Science Teacher, 72(7), 30–34.
Bliss, J. (1995). Piaget and after: The case of learning science. Studies in Science Education, 25, 139–172.
Broggy, J. (2010). Concept mapping in physics in an Irish university: An investigation into the application of the tool with particular reference to its relevance to problem solving and the use of scientific language. Unpublished thesis (Ph.D.), University of Limerick.
Clark, R. W., Threeton, M. D., & Ewing, J. C. (2010). The potential of experiential learning models and practices in career and technical education & career and technical teacher education. Journal of Career and Technical Education, 25(2), 46–62.
Erduran, S., & Dagher, Z. R. (2014). Regaining focus in Irish junior cycle science: Potential new directions for curriculum and assessment on nature of science. Irish Education Studies, 33(4), 335–350.
Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. Basic books.
Hargreaves, A. (1989). Curriculum and assessment reform. Milton Keynes: Open University Press.
Kirschner, P., Sweller, J., & Clark, R. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86.
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.
Lortie, D. (1975). Schoolteacher: A sociological study. Chicago, IL: The University of Chicago Press.
Loughran, J., Mulhall, P., & Berry, A. (2006). Understanding and developing science teachers’ pedagogical content knowledge (1st ed.). Rotterdam: Sense Publishers.
Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science teaching (pp. 95–132). Boston: Kluwer.
Miettinen, R. (2000). The concept of experiential learning and John Dewey’s theory of reflective thought and action. International Journal of Lifelong Education, 19(1), 54–72.
NCCA. (2001). Social, political and health education: Junior cycle guidelines for teachers. Dublin: Department of Education and Science.
NCCA. (2016). Specification for junior cycle science. Dublin: NCCA.
NGSS (2013). DCI arrangements of the next generation science standards. https://www.nextgenscience.org/sites/default/files/NGSS%20DCI%20Combined%2011.6.13.pdf.
Novak, J., & Cañas, A. (2006). The theory underlying concept maps and how to construct them (Vol. 01). Florida Institute for Human and Machine Cognition: Technical report IHMC CmapTools.
Petty, G. (2009). Evidence based teaching: A practical approach (2nd ed.). Cheltenham: Nelson Thornes Ltd.
Teaching & Learning Services. (2014). Guidelines for assessment of experiential learning. Montreal: Teaching and Learning Services. McGill University.
Woolfolk, A., Hughes, M., & Walkup, V. (2008). Psychology in education. Harlow: Pearson Prentice Hall.
Zhang, D., & Campbell, T. (2012). An exploration of the potential impact of the integrated experiential learning curriculum in Beijing, China. International Journal of Science Education, 34(7), 1093–1123.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
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.
Rights and permissions
Copyright information
© 2020 Springer Nature Switzerland AG
About this chapter
Cite this chapter
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
Download citation
DOI: https://doi.org/10.1007/978-3-030-43620-9_17
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-43619-3
Online ISBN: 978-3-030-43620-9
eBook Packages: EducationEducation (R0)