Redefining Learning: Kolb's Theory of Learning Styles with Gardner's Multiple Intelligences

Abstract


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 Abstract
 This study attempts to bridge David Kolb’s theory of Learning Styles Howard with Gardner’s Theory of Multiple Intelligences to overcome criticisms to both. The necessity to sequentially achieve Kolb's four learning stages (concrete experience, reflective observation, abstract conceptualization, and active experimentation) and their respective preferred combinations are discussed as an onset. Succeeding that is an analysis of Gardner's Theory of Multiple Intelligences which claims intelligence to be one of eight types of independent arenas of competence, all independent of each other (linguistic. analytical, musical, bodily, interpersonal and intrapersonal, spatial and naturalist). Both theories suffer from certain drawbacks. For instance, Kolb’s theory has sufficient empirical support but lacks scientific backing while Gardner's theory is bereft of empirical support but founded on clinical research on central nervous system. Utilizing a combination of both theories the study examines possibilities to improve quality of education, training and pedagogical advice. The purpose of this study is to examine both theories in detail so as to isolate unique concepts both scientifically accurate and empirically compelling with the intent to formulate a compound theory through active use of pragmatism and quality control. The paper further presents a real life model to overcome impediments faced by the two theories and proposes revisions in learning techniques to facilitate absorption of knowledge and synthetization of information in general educational practice at both amateur and professional level.
 Keywords: education, learning styles, learning theory, multiple ıntelligences, pedagogical.

Preferred Learning Styles of Secondary Schools Students in Nairobi County, Kenya

“…These finding supports Alavi and Toozandehjani [24], that most people have a preference to identifiable method of interacting with, taking in, and processing information. Besides, the study agrees with the findings of Kaushik [25] in his study that attempts to bridge David Kolb's theory of Learning Styles with Gardner's Theory of Multiple Intelligences to overcome criticisms to both that different learner have a preferred way of thinking, processing, and understanding information. This further implies that understanding the student's level, developmental stage and preferred style of processing information help the instructors choose the best teaching style to achieve the negotiated goals.…”

Investigating Students’ Academic Performance in Physics Based on Kolb’s Experiential Learning Model in Rivers State

“…The questionnaire was scored based on the scheme set by Kolb (1984). There were eighty items in the questionnaire, 25 percent of the students responded to question 7,13,15,16,25,28,29,31,33,36,39,41,46,52,55,60,62,66, 67 and 76 were categorized as divergers (reflectors). Similarly, 18.33 percent of the respondents responded to questions 5,9,11,19,21,27,35,37,44,49,50,53,54,56,59, 65, 69, 70, 73 and 80 were classified as convergers (pragmatists).…”

“…Their method of approach is to utilize analysis of past experiences of people or their analysis, take a practical course coupled with some experimentation as they display traits of risk taking tendencies. Information from secondary sources is vital to them because they rarely carry out their personal analysis [13]. Action and initiative defines the personality of the accommodators [14] Diverging learning style comprises of concrete experimentation and reflexive observation.…”

“…Hence, they are proficient learners who are good at generating ideas to solve problem. Artists and brainstormers fit this style as they have regard for culture from which art stems and an inherent intrigue for information [13]. They prefer to watch rather than do, tending to gather information and use imagination to solve problems.…”

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