Evolving Kolb
Experiential Education in the Age of Neuroscience
Bibliographic Data
| ID | 5825545 |
|---|---|
| Authors | Jeb Schenck (University of Wyoming, Laramie, WY, USA), Jessie Cruickshank (Gateway Collegium, CO, USA) |
| Year | 2014 |
| Volume | 38 |
| Issue | 1 |
| Pages | 73-95 |
| Publication date | 2014-12-04 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Experiential Education (JOURNAL) |
| Journal identifiers | ISSN: 1053-8259 • E-ISSN: 2169-009X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1053825914547153 |
| OpenAlex | W1977124851 |
| Language | EN |
| Citations received | 18 |
| References cited | 56 |
In pursuing a refined Learning Styles Inventory (LSI), Kolb has moved away from the original cyclical nature of his model of experiential learning. Kolb's model has not adapted to current research and has failed to increase understanding of learning. A critical examination of Kolb's experiential learning theory in terms of epistemology, educational neuroscience, and model analysis reveals the need for an experiential learning theory that addresses these issues. This article re-conceptualizes experiential learning by building from cognitive neuroscience, Dynamic Skill Theory, and effective experiential education practices into a self-adjusting fractal-like cycle that we call Co-Constructed Developmental Teaching Theory (CDTT). CDTT is a biologically driven model of teaching. It is a cohesive framework of ideas that have been presented before but not linked in a coherent manner to the biology of the learning process. In addition, it orders the steps in a neurobiologically supported sequence. CDTT opens new avenues of research utilizing evidenced-based teaching practices and provides a basis for a new conversation. However, thorough testing remains
Experiential education · Learning cycle · Learning Sciences · Creativity in Education and Neuroscience · Learning Styles and Cognitive Differences · Neuroscience, Education and Cognitive Function
Exploring social work camping as a tool for enhancing professional skills in social work students
Experiential learning – a systematic review and revision of Kolb’s model
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Beyond Kolb
Cognitive and affective processes
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The Road Less Traveled in Elementary Physical Education
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A Dynamic Systems Approach to the Development of Cognition and Action
Cognitive control in media multitaskers
Learning Styles and Learning Spaces
A theory of cognitive development
Depth of processing and the retention of words in episodic memory.
Can Personality Be Changed? The Role of Beliefs in Personality and Change
Working memory
Why Minimal Guidance During Instruction Does Not Work
A social-cognitive approach to motivation and personality.
Emotions and Interpersonal Relationships
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Introspecting in the spirit of William James
Working Memory Capacity
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Education and the Brain
An exploration of the relationship between academic and experiential learning approaches in vocational education
Motivational processes affecting learning
A theory of human motivation
The "What" and "Why" of Goal Pursuits
The psychology of intelligence
The concept of experiential learning and John Dewey's theory of reflective thought and action
Learning Styles
Neuroscience and education
Evolving conceptions of memory storage, selective attention, and their mutual constraints within the human information-processing system
| Unique citing works | 18 |
|---|---|
| Citations per year | 2,25 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 17 |