Evolving Kolb

Experiential Education in the Age of Neuroscience

Datos Bibliográficos

ID5825545
AutoresJeb Schenck (University of Wyoming, Laramie, WY, USA), Jessie Cruickshank (Gateway Collegium, CO, USA)
Año2014
Volumen38
Número1
Páginas73-95
Fecha de publicación2014-12-04
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Experiential Education (JOURNAL)
Identificadores de la revistaISSN: 1053-8259 • E-ISSN: 2169-009X
EditorialSAGE Publishing (PUBLISHER • US)
DOI10.1177/1053825914547153
OpenAlexW1977124851
IdiomaEN
Citas recibidas18
Referencias citadas56

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