Science is a part of our everyday life; no part of our life is left untouched by it.
A child does not eat a meal that does not involve in its preparation and assimilation chemical and physiological principles. He does not read by artificial light or take a ride in a motor car or on a train without coming into contact with operations and processes which science has engendered. – John Dewey, Educational Theorist
Learning science cannot be cut off from our experience of the world. The dangers of that could be the prevalence of “authorities in thought”, whose ideas become ours although they lack congruity with our reality. Does what I learn, “integrate” with my experience in a flow or process of learning or does it rudely “substitute” my earlier experiences[1], leading to 2 conceptions of the world: a) As espoused by others; b) What I know to be real. How do I deal with this duality? The scenario, just stated is only too familiar to all of us. Our constant refrain in the science classroom has been, “I don’t know how this relates to my life or experiences in life”. Simply put, when I can’t apply what I have learnt, as it lacks contextual clarity, how then am I going to use it? Is this why we have thousands of science graduates but not as many jobs for them?
Experiential Learning (EL) is commonly understood as “hands-on” experience, which provides a fertile ground for learning. Hands-on experience can be facilitated through a variety of pedagogical resources, each having their own benefits in science learning. Prior to that, it is worthy to study EL and aspects of EL, as envisaged by the early proponents.
Experiential Learning (EL) as a learning framework developed as a result of penetrating thought on some of the above questions by leading educators, philosophers and psychologists. The major contributors to the theory in its most concretized form were Kurt Lewin, John Dewey, Jean Piaget and Jerome Bruner. Consolidating their ideas, which were essentially similar in nature, David A Kolb proposed the Experiential Learning Cycle, adding several significant contributions.
EL combines aspects from earlier learning theories but moves away from their emphasis on “acquisition, manipulation and recall of abstract symbols” (cognitive learning theories) and also refutes their belief that subjective experience has no role to play in learning (behavioural learning theories)[2].
EL, in essence takes the scientific method as its model for the learning process, and by virtue of that, could offer one of the best possible ways to approach the study of science.[3]
It is worthy to recall, what science is, before we delineate its link to Experiential learning. Science comprises a systematic study of the structure and behaviour of the physical and natural world through observation and experiment.[4] Science is a result of a discovery, which is re-checked by new direct experience.[5] Science, articulates laws of nature, through observation of certain regularities; these laws are examined under a critical lens and explained by causes which are “rational”.[6]
Principles of Experiential Learning and their Relevance to Science
As per Experiential Learning Theory, learning is the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience. [7] “Confrontation” among 4 modes of experiential learning is suggested – the following four abilities interact in diverse ways to enable learning: a) Concrete Experience abilities, b) Reflective Observation abilities, c) Abstract Conceptualization abilities and d) Active Experimentation abilities. Involving oneself fully in new experiences; reflecting and making observations on those experiences; creating concepts from observation and finally testing concepts/theories and using them to make decisions and solve problems, enables learning.[8]
The final step would imply integrating what we have learnt from the cycle into our life, leading to fresh experiences and the cycle starting over again. As can be easily ascertained, this mirrors the scientific method and therefore the first benefit of EL for science is promoting the scientific way of thinking.
| In Science | Which maps to | Experiential Learning Cycle | Human Brain |
| We experience a phenomenon | Concrete Experience abilities (feeling) | Sensory Cortex | |
| We make observations/ scrutiny, log our findings | Reflective Observation abilities (reflecting) | Integrative Cortex at the back | |
| We arrive at possible abstraction | Abstract Conceptualization abilities (thinking) | Frontal Integrative Cortex | |
| We test the above | Active Experimentation abilities (acting) | Motor Brain |
Our learning cycle emerges from the structure of the human brain[9]. When we engage in Experiential Learning, we tap into all potentialities of the human brain – not only making our “thinking holistic” but scientific in its mode. A truly intelligent pursuit of knowledge ensues in all fields, not just in science.
Some other conspicuous benefits of EL in science stem from the approach that EL takes:
(I) The above four modes are in a state of tension or conflict, leading to learning.[10] One easily discerns that a) concrete experience could stand in contrast to reflective observation and b) specific involvement in contrast to analytic detachment. When do I use each of these modes as I wade through science learning? Do I use them in sequence or simultaneously in various degrees? Should I aim to develop holistically and hone my skills in all of these? As a learner, do I like to engage in abstraction more? Incidentally, learning styles emerged from different combinations of the above modes[11]. Kolb also emphatically states that learning styles are dynamic (not fixed traits) and enduring patterns emerge based on how an individual interacts with the environment and uses his experiences.[12]
We pick only 4 such combinations of the above modes here:
- Do I generate ideas through concrete experience (feeling) and reflective observation (reflecting)? Imagination, emotion-driven, with a variety of cultural interests, engaging with people are dominant characteristics of these people. I like to work in groups and engage in discussions, listening and taking feedback.
- Can I look at copious amounts of information and put that into a logical and concise way through abstract conceptualization (thinking) and reflective observation (reflecting)? Do I prefer to live in the world of abstraction and ideas and less in the world of people? Exploring models, attending lectures and workshops appeal to me.
- I must find a practical use for my ideas – do I fall into this category? I like to indulge in abstract conceptualization(thinking) but also active experimentation(acting). Technical tasks have an appeal for such people. How about simulations and laboratory-based assignments, also projects that have a practical application!
- “Hands-on experience” is what I need as I like to engage in concrete experiences(feeling) and active experimentation(acting). Experience guides decisions and working in groups aids learning. Emphasis is on “feeling” rather than analysis. Field work and experimenting with different approaches to completing a project is preferred.
The implications for science learning are far-reaching when we look at the above learning styles:
- As a parent or mentor, I can see the pre-dominant learning style can even determine “what kind of” experiential learning the child would like to engage in
- Would I prefer projects that are related to living organisms, working with peers?
- Would group discussions on environmental and sustainability issues, help me generate ideas and enhance my learning?
- I prefer exploring models; leave me by myself in an interactive museum the whole day.
- I want to sign up for a virtual laboratory or can you fund an innovation that I am working on with a group of friends?
- Budding interests in life sciences, earth sciences or physical sciences could be revealed through experiential learning – putting the child on a path of “enjoying what I do for a living!”
- For the ideal scientific way of thinking a focus on “balanced development” of all 4 modes, mentioned earlier, might be preferred by some educators, parents or mentors. That is, using all faculties of the brain. In higher levels of development, one sees that all 4 modes integrate, resolving the inherent conflict. When I engage in Experience-Observation-Abstraction-Experimentation; I constantly revisit ideas and thoughts. I develop the ability to discard old ideas, embrace new ideas and this goes on – science encourages such objectivity in pursuit of knowledge. This is a reflection on flexibility, openness to and higher chance of discoveries and non-conformity to established knowledge, if need be.
- Conflict amongst 4 learning modes to enable learning, suggests to us that specific types of Experiential Learning could be particularly effective. For example: games create “conflicts” – that is rules or situations designed to achieve mastery over challenges and enhance problem-solving capability. Similarly, creation of an innovative situation of “conflict” through different experiences can enable science learning.
Learning Spaces
EL proponents, refer to learning spaces as regions on the grid or map of Experience-Observation-Abstraction-Experimentation. The grid lays down 9 regions (3*3); divided into N, S, E, W, NW, NE, SW, SE and C (Centre).
- N, S, E and W, use 3 predominant modes of learning and exclude 1.
- NE, NW, SE and SW use 2 predominant modes of learning
- In the Centre, all modes of learning are used and balanced
Flexibility in moving about the regions, occurs in higher stages of development. The point which is of relevance here for the mentor, parent or educator is to know where the child lies on the grid presently[13] and to appreciate that “that is reality” at present for the child. For example: I prefer to primarily “think and act” – abstract conceptualization and active experimentation. Therefore, the child learns by making practical use of ideas. EL helps reach out to the child on the level that he is on, enabling learning science, whatever be his predisposition to the subject.
Learning spaces can be critical in our whole “experience of learning science”. Learning spaces could cover but not be restricted to physical spaces, such as classroom, family, school campus or academic environment of a region. Is it intimidating and associated with memories of poor scores in science and fear of external evaluation? For children, a psychologically safe learning space with a definite purpose[14] would help in generating required behaviours for learning.
Imagine a learning space, which caters to the needs of all types of learners – a) An area (or podium) for an impromptu debate on Industry Accountability for Environmental Issues OR for a group discussion on waste disposal and challenges with local municipality; b) An area with interactive material; videos; books; multimedia lessons; c) An area with D-I-Y materials, stockpiled separately for all areas of science. Example: Weather tools and different types of rocks and minerals (Earth Science); beakers, common chemical compounds, measuring cups, tongs, etc (Chemistry) and an aquarium, microscope, plants, soil types, yeast, worms (Life Science); d) An area with ready-made-kits or kits/models/experiments that children may have created; e) An area for games – educative and challenging f) A catalogue and inventory of all field-related projects, excursions and investigations. g) Inventory of summer apprenticeship opportunities for older children. A calendar year filled with such diverse activities could help raise learners’ curiosity in areas which they don’t naturally gravitate towards; helping achieve a balance in all 4 modes of learning. In what kind of an educational setting is this possible, is a question for parents, educators and mentors but it would certainly go a long way in enriching a child’s science learning.
A person’s experience in the social environment is a critical learning space as well – for example in communities of practice. To explain this further – Horticulturists may have certain history, norms, tools and traditions of practice in India. Therefore, the experience of working as an apprentice could be a powerful way to learn science as practiced in the real world.
Experiential Learning and some of its other benefits in science
When we speak of benefits of EL in science – a question that naturally comes up is, benefits for whom?
For the student? Are they the only ones impacted by “Experiential Learning in science”? Where does all the store of scientific discoveries, research, laboratories and unprecedented use of science in the fields of health, industry and national security emerge from? It emerges from our investment in science learning. Would I like to grow in a civilized society or go back to the era of a savage society? Experience determines how I use science to become more civilized and evolve (and the consequent evolution of the human race as well). There-in lies the next great benefit of experiential learning – it helps us progress, be forward-looking, learning from past and guiding our future investment in science.
In Experiential learning; learning is considered to be a process and not in terms of “outcomes”.
Science learning has been standing on a very weak foundation of a) Knowledge implies “accumulation of facts” a) Acquisition of knowledge for an external benefit and b) Validating a pre-existing theory or concept rather than finding out for oneself. The above has resulted in wrong notions about the subject in the student’s mind on the micro-level and led to the failure of the traditional educational system in inculcating the scientific way of thinking on a larger scale. Experiential Learning eliminates these undesirable results of “learning based on outcomes”.
All Experience counts!
“The most effective source of attitudes toward science and mathematics is the family.”[15] A fishing trip with one’s father or elder sibling can lead to deep scientific inquiry or can lead one to indulge in culinary delights and be interested in cooking as a past time (or both!). The cumulative of such experiences with family members, can have a deep impact on a child’s inclination to learn science. What kind of toys are bought for the children; what kind of magazines do we subscribe to; what movies do we watch as a family and do we visit museums and science fairs often? These informal settings can serve as strong ground for experiential learning.[16]
Evidence of Benefits of Experiential Learning in Science
Most would agree, it is much greater fun to engage in activities and learn rather than a classroom where knowledge is transmitted. Does evidence support its efficacy? The answer is an emphatic “Yes”! “Playing or tinkering around” in hands-on science learning can lead to openness to risk-taking and problem-solving.[17] Laboratory experiments that actively involve the students in the design of the investigation and ensure repeated, exploratory work, with respect to the phenomena, lead to maximum cognitive benefits.[18] Experiential Learning inculcates a sense of wonder either through the tools used (technology, games, interactive material) or through the sheer joy of unravelling something new. Well-guided field trips; which focused on providing basic understanding of topic prior to the trip; enabled students to connect abstract classroom concepts to the real world.[19] Evidence in favour of interactive science technological centres and discovery rooms also reveal the benefits of EL in science. Students in interactive science centres are motivated, alert and eager to learn.[20]
This article seeks to introduce the concept of Experiential Learning and its benefits and significance in science learning. It is quite clear to us that motivation is the key, where children are concerned – Experiential Learning provides that readily to a child; even when some of the early attitudes that are already formed about science may not be positive. A deeper rationale for adopting Experiential Learning is that it provides the means by which science can be linked to our real life; thereby enhancing our whole experience of life!
[1] David A Kolb, Experiential Learning: Experience as the Source of Learning and Development, 1984
[2] ibid
[3] ibid
[4] Oxfordreference.com
[5] feynman.com/science/what-is-science
[6] britannica.com/science
[7] David A Kolb, Experiential Learning: Experience as the Source of Learning and Development, 1984
[8] Alice Y Kolb and David A Kolb, Learning Styles and Learning Spaces: Enhanced Experiential Learning in Higher
Education, 2005
[9] Ibid – Footnote 8
[10] Ibid – Footnote 7
[11] Ibid – Footnote 8
[12] Ibid – Footnote 8
[13] Alice Y Kolb and David A Kolb, Learning Styles and Learning Spaces: Enhanced Experiential Learning in Higher
Education, 2005
[14] I.Nonaka & N Konno, The concept of “ba”, 1998
[15] Miller, The Roots of Scientific Literacy: The Role of Informal Learning, 1987
[16] We have touched upon this aspect of Experiential Learning in the blog: “Science Isn’t Just for Science Fairs.
Science is Fun!”
[17] Linda Ramey-Gassert; Learning Science Beyond the Classroom; 1997
[18] P.Tuss; From Student to Scientist: An Experiential Approach to Science Education; 1996
[19] J.P. Prather, Review of the Value of Field Trips in Science Instruction, 1989
[20] J. Wellington, Formal and Informal Learning in Science: The Role of Interactive Science Centres, 1990
