Experiential Learning: Experience as the Source of Learning and DevelopmentPrentice-Hall, 1984 - 256 halaman Drawing from the intellectual origins of experiential learning in the works of John Dewey, Kurt Lewin, and Jean Piaget, this comprehensive and systematic book describes the process of experiential learning. The author proposes a model of the underlying structures of the learning process based on research in psychology, philosophy, and physiology, and bases its typology of individual learning styles and corresponding structures of knowledge in different academic disciplines and careers on this structural model. He also applies experiential learning to higher education and lifelong learning, particularly with regard to adult education. |
Isi
The Foundations of Contemporary Approaches | 1 |
The Process of Experiential Learning | 20 |
Structural Foundations of the Learning Process | 39 |
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Edisi yang lain - Lihat semua
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Experiential Learning: Experience as the Source of Learning and Development David A. Kolb Tampilan cuplikan - 1984 |
Istilah dan frasa umum
abstract conceptualization AC-CE academic accommodative action active experimentation adaptive flexibility adult AE-RO anomie apprehension and comprehension assimilative basic behavior career Carl Jung challenges Chapter choice cognitive competencies complexity concept concrete experience conflict convergent created creative demands described developmental Dewey dialectic dimension disciplines divergent effect emphasis engineering epistemology Erik Erikson example Experiential Education experiential learning theory feedback feelings field Figure formism forms function higher education human ideas individual inquiry integrative development introversion Jane Loevinger job roles John Dewey Kurt Lewin learner learning and development learning modes learning process learning styles learning-style Lewin mathematics MBTI mechanism object organicism organizations orientation Paulo Freire perceptual perspective Piaget prehension problem programs psychological psychological types reality reflective observation relationships requires response scientific sense situations skills social knowledge specialized stage structure symbolic sympathetic nervous system T-groups transformation values world hypotheses