Experiential Learning Style Models on Implementation of Pre-Primary School Social Studies Curriculum: Systematic Review of Related Literature

Abstract

Experiential learning model (ELM) is characterized as a four-stage cyclical process of concrete experiences, reflective observation, abstract conceptualization, and active experimentation for driving learning into practice. The four-stage cycle of ELM creates an immediate experience providing opportunities for learners to develop knowledge, skills, and values from direct experience as the foundation for observations and reflections. The observations and reflections are assimilated and refined into abstract concepts producing new implications for actions which when tested effectively, create new experiences for learners from formative years through their lifetime. Through experiential learning, a variety of concepts integrates from extremely theoretical ones to the simplicity of learning by doing for accelerated learning. Since ELM is a four-stage cycle, the learning styles of each individual are components of the four fundamental learning models. In instances where appropriate learning styles are adopted, concrete experiences with abstract concepts are developed for learners to experience an enthusiasm for continued learning. However, a mismatch between teaching and learning styles may lead to detrimental effects on the acquisition of new knowledge. The purpose of this review was to analyze the available literature on ELM to identify its usefulness, strength, weaknesses, and implications for teaching and learning pre-primary social studies. Data were sourced through primary and secondary sources. Secondary data were sourced from journal articles, research projects, texts, internet searches, and libraries. Experiential learning models are founded on the concept that an individual's experiences play an essential role in learning and appreciation of new knowledge. The review established that experiential learning practices aid in developing learners’ preferred learning styles which in turn strengthen the acquisition of new knowledge by doing, discovering, reflecting, and applying. For effective teaching and learning to take place, the review recommends curriculum developers incorporate the use of experiential learning style models in teaching pre-primary social studies curriculum (SSC).

Textbook Evaluation Criteria and Learning Achievement in Secondary Schools in Kenya and Japan: Addressing Instructional Content and Pedagogy

“…When they are appropriately structured, instructional approaches employed for teaching and learning of business studies via textbook enhance learning and knowledge retention among learners throughout the school system in Kenya. It is probable that students will have a greater chance of acquiring an understanding of business studies principles by adopting a variety of instructional strategies that promote prolonged education in the sake of achieving higher test scores (Ganira et al, 2019). Instruction in business studies may be given in a number of different ways, each of which provides the student with new and interesting experiences that can lead to the effective creation of knowledge even in the absence of the subject instructor.…”

“…When they are correctly constructed, the instructional approaches that are employed for teaching and learning of business studies speeds up learning and increases information retention among students throughout the educational system in Kenya. It is possible that students will have a greater chance of understanding the concepts in business studies if instructors use a variety of teaching strategies that promote continuous education in order to get higher test scores (Ganira, Odundo, Gatumu & Muasya, 2019). The effective creation of knowledge is facilitated by the use of a variety of strategies for the delivery of instruction in business studies.…”