Applying Kolb's Experiential Learning Cycle for Laboratory Education
Applying Kolb's Experiential Learning Cycle for Laboratory Education
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DOI：
10.1002/j.2168-9830.2009.tb01025.x
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发表时间：
2009-07-01
影响因子：
3.4
通讯作者：
Nagy, Zoltan K.
中科院分区：
文献类型：
--
作者：
Abdulwahed, Mahmoud;Nagy, Zoltan K.
本文介绍了一种基于科尔布体验式学习理论的实验教学模式。该方法采用现代教学技术和远程、虚拟和动手实验相结合的方式实施，并已应用于英国拉夫堡大学化学工程系本科过程控制实验室的教学。一种观点认为，在实验室学习不良是由于科尔布循环的理解维度激活不足，提出并验证，提供了一个教学的解释。定量分析显示，实验组的学习成绩较对照组有显著提高。除了动手环节外，拟议的模式还涉及其他活动，例如实验室前和实验室后测试以及虚拟实验室环节，这些活动与科尔布循环有关，以促进建构主义学习。本文提出了第一个完全建立在科尔布体验学习理论基础上的实验教育模式。
This paper describes a model for laboratory education based on Kolb's experiential learning theory. The method is implemented using modem teaching technologies and a combination of remote, virtual, and hands-on laboratory sessions and have been applied to the teaching of the undergraduate process control laboratory at the Chemical Engineering Department at Loughborough University, United Kingdom. An argument that poor learning in the laboratory is due to insufficient activation of the prehension dimension of Kolb's cycle was suggested and verified, providing a pedagogical explanation. The quantitative analysis showed significant enhancement of the learning outcomes of the experimental group compared with the control group. Apart from the hands-on session, the proposed model involves additional activities, such as pre- and post-lab tests and virtual laboratory sessions, which are associated with Kolb's cycle to facilitate constructivist learning. The paper provides the first laboratory education model that builds thoroughly on Kolb's experiential learning theory.