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Experiential Learning Style Models on
Implementation of Pre-Primary School
Social Studies Curriculum: Systematic
Review of Related Literature
Ganira Khavugwi Lilian a* and Odundo Paul Amollo a
a
Department of Educational Communication Technology & Pedagogical Studies,
University of Nairobi, Kenya.
Authors’ contributions
This work was carried out in collaboration between both authors. Both authors read and approved the
final manuscript.
Article Information
DOI: 10.9734/AJESS/2023/v42i1905
Open Peer Review History: This journal follows the Advanced Open Peer Review policy. Identity of the Reviewers,
Editor(s) and additional Reviewers, peer review comments, different versions of the manuscript, comments of the editors,
etc are available here: https://www.sdiarticle5.com/review-history/97453
Received: 17/01/2023
Review Article Accepted: 19/03/2023
Published: 29/03/2023
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
_____________________________________________________________________________________________________
6268-2581 :ISSN
.97453AJESSArticle no. ;, 202320-9, Page 1, Issue 42Volume
Asian Journal of Education and Social Studies
Ganira and Odundo; Asian J. Educ. Soc. Stud., vol. 42, no. 1, pp. 9-20, 2023; Article no.AJESS.97453
*Corresponding author: Email: lilianganira@gmail.com;
Asian J. Educ. Soc. Stud., vol. 42, no. 1, pp. 9-20, 2023
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 preprimary 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).
Keywords: Experiential learning model; pre-primary school; social studies curriculum.
1. INTRODUCTION
Experiential learning models draw on the work of
prominent 20th-century scholars including;
Dewey [1]; reflective thought and action, Piaget
[2]; constructivism, and Jung [3]; development
from specialization to integration who gave the
experience a fundamental role in theories of
human learning and development. Throughout
the experiential learning process, the acquisition
of skills and the construction of knowledge by the
learner is a direct result of experience. Based on
this view, Kolb [4], expanded on the workings of
Dewey [5] by focusing on learning as a
multidimensional process that begins with
concrete experience, to observation and
reflection, formation of abstract concepts, and
active experimentation. The four stages in ELM
are associated with distinct learning styles with
each learner having preferred learning
approaches. In supporting this view, Gilbert and
Magulod [6] study on learning styles points out
that recognizing that learners differ in preferred
learning styles raises awareness of alternative
approaches appropriate for meeting individuals'
favorite learning styles. Learners should not be
locked into any one particular learning style
which fails to meet varied demands of knowledge
construction, [7]. This suggests that when social
studies instruction is supported by experience,
coupled with effective teaching and learning
styles, the learning environment changes
completely as the teacher takes on the position of
leader of group activities and not a facilitator of
knowledge.
In a study on moving towards humanistic social
studies and history curricula, Berg and Shaw [8]
note that though teachers of SSC have acquired
basic knowledge to convey to learners, the
majority are not conversant with various learning
styles developed to improve teaching and
learning and are thereby, still constrained by
conventional methods. As a consequence, Morris
[9] indicated that learning suffers when a
mismatch occurs between the style of the learner
and the approach of the teacher. To address this
concern, teachers should continually discover
appropriate learning styles which accommodate
the needs of learners in creating new knowledge
through experience. In a study on learning style
myth thriving in higher education, Newton and
Miah [10] established that teachers who identify
individual learning styles assist learners in
constructing meaning in a unique way, by
incorporating cognitive, emotional, and physical
aspects of learning. In so doing, Ganira [11] study
on adopting STEAM development strategies
showed that learners find ways of adapting to
information presented in preferred styles that
match an individual's way of learning. Since ELM
provides a rationale for a variety of learning
styles, if adopted effectively in SSC there are
high chances of learners deepening knowledge
through concrete experiences, reflective
observation, abstract conceptualization, and
active experimentation. By implication, effective
experiential learning is achieved when a learner
goes through the whole cycle to transform
capabilities into new knowledge.
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Several countries have invested in educational
policies which support experiential learning for
enhancing cognitive processes and a new
mindset. The Ontario Ministry of Education, [12]
policy framework in Canada reaffirms
commitment to providing learners with
educational experiences and opportunities for
strengthening engagement and motivation for
learning that are foundational. The curriculum
provides new experiential learning opportunities
for learners from Kindergarten to Grade 12 and
enables those in secondary schools to earn credit
for experiential learning. As indicated by Elwick
and White [13], educators in Australia have
adopted an experiential learning environment for
inspiring learners to co-construct understanding
collaboratively through exploring their own
hypotheses. Ideally, Biermeier [14] posits that
success in the ELM approach in Italy is anchored
on the work of early childhood professionals of
Reggio Emilia where learners and professionals
alike pose problems, ask questions, make
suggestions, and add complexity to tasks. The
approach also allows educators to provide
information, materials, and assistance needed to
enable learners to consolidate learning and move
to the next level of understanding. This according
to Odundo, Ganira, and Kinyua [15] is based on
the premise that experiential learners reason out
their own views and defend opinions on choices
made as independent citizens.
In spearheading experiential learning
experiences in all tiers of learning, the National
Policy on education for Nigeria [16] recommends
activity-based and hands-on competencies for
promoting teamwork and communication skills.
With growing revelation on the powerful role of
knowledge and experience, focus on education
reform emphasizes learning through
reconstruction of experience as compared to rote
learning. Additionally, instruction methods are
learner-centered, anchored on participation in
project-based activities, by making connections
between different ideas and areas of knowledge
facilitated by the teacher through coaching. In
Kenya, the provision of quality education is
emphasized in National policy curriculum reforms
by Ministry of Education, Science and
Technology (MOEST, 2015). This policy
emphasizes on pedagogical approaches that
support creativity, innovation, critical thinking, and
sustainable development focusing on teacher
quality for effective implementation and
acquisition of competencies that include life skills.
In support of 21st-century skills, Kenya
Institute of Curriculum Development
acknowledged competency-based curriculum
adaptive to changing needs of the learner, the
teacher and the society [17]. In instances where
learning activities and environments are chosen
appropriately, learners acquire are likely to apply
knowledge, skills, and attitudes to situations for
encountering everyday life challenges. This
policy is in line with Kolb’s, [4] experiential
learning style model which emphasizes learning
by doing for stimulating creativity, innovativeness
and new knowledge.
1.1 Concrete Experiences and Social
Studies Curriculum
Concrete experiences are anchored on the
understanding that a learner engages in an
activity or task within the environment for
transforming skills into new knowledge. In using
concrete experiences, Kolb and Kolb [18]
suggests that learned concepts are analyzed and
applied in varied circumstances which is
fundamental for abstract thought processes. At
the concrete stage, class activities engage the
learner personally where learning relies on
openmindedness and adaptability rather than a
systematic approach to a situation or problem
with an emphasis on feeling rather than thinking.
The teacher should therefore use social studies
as the foundation for activity-based learning by
modeling each concept with concrete materials
that promote learning and retention of knowledge.
Concrete materials when used appropriately are
especially helpful since learners see and feel the
attributes of the objects in use. In a study on
Instructor strategies to aid the implementation of
active learning; Nguyen, Borrego, Finelli, et al.
[19] noted that instructional activities that support
the development of concrete experiences involve
learners in doing things and thinking about what
they are doing to support learning. The role of the
teacher is to provide tasks that are learner-
centered and hands-on to help learners in
thinking critically, reflect upon the learning
process and solve problems relevant to daily
lives. This should be done by letting the learners
inquire about a problem and then find the solution
through experimentation. According to Kolb [20],
learning begins at the concrete experiential or
‘feeling’ stage where learners get involved in new
experiences that lead to problem-solving,
discussion and debates. Since Social studies is a
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problem-solving discipline, if implemented
appropriately, learners are likely to develop
effective skills for productive problem-solving and
decision making given that at this stage they are
operating at a concrete level. In a similar vein,
Ganira [21] study on education for sustainable
development pedagogy established that when
teachers provide an effective class climate,
adequate resources, and appropriate learning
and teaching styles, learners experience new
knowledge for sharpening skills in
problemsolving.
Corsi, [22], studied the effects of concrete
manipulation on the acquisition and retention of
new knowledge by third-grade special education
students in New York. Findings revealed that
concrete manipulatives were more effective than
the traditional lecture style. This implies that
teachers should align appropriate teaching and
learning styles to activities that give opportunities
to all learners to learn in ways that best suit them.
By providing concrete experiences, teachers
enable learners in developing thinking skills and
in clarifying informal ideas about social studies,
hence posting higher chances of retaining new
knowledge. Further, Ganira, Odundo, Gatumu,
and Muasya [23] affirm that in social studies,
learners who use concrete materials develop
precise and comprehensive mental
representations and motivation for enhanced
learning. This is premised on the position that a
concrete approach to teaching assists learners in
connecting ideas to gain a deep understanding of
the concepts for retaining new information.
1.2 Reflective Observation and Social
Studies
Reflective observation allows learners to define
problems, formulate hypotheses and compare
observations, analyze and draw conclusions from
an experience, [24]. Therefore, effective learning
occurs as a result of patience, objectivity, careful
judgment, and observation. As observed by
Ganira [25] in a study on the position of social
studies curriculum, reflective observation allows
the learner to extract relevant cognitive and
emotional features of the experience which
reinforces and clarifies concepts and
relationships. The learner is therefore concerned
with how things happen by attempting to see
them from different perspectives and relying on
one’s thoughts, feelings, and judgment. In a
study of a dialogic theory of how children learn to
think, Wegerif, [26] observed that learners who
demonstrate a wide range of reflective learning
are creative, critical thinkers and exhibit
metacognitive skills effective for the acquisition of
new knowledge. The role of the teacher is to
develop appropriate mete-cognitive skills through
the use of effective instructional techniques such
as essays, observation reports, questions, and
discussions and balancing teaching styles to
accommodate different learning styles. Further,
Kaplan, Silver, Lavaque-Manty, and Meizlish,
(2013), in a study on using reflection and
metacognition to improve student learning
indicated that learners who engage in reflective
learning appreciate the world around, collect and
organize information which allow
conceptualization of problems more effectively.
For learners to acquire new knowledge, the
teacher should lead through guided questions
that generate information about experiences that
build on reflective observations.
Schön, [27], in his book " The Reflective
Practitioner," notes that a competent reflective
learner repeatedly reflects on the experience and
is capable of reflecting in action, continually
learning from experience to the benefit of future
actions. For reflective learning to be achieved,
teachers should familiarise themselves with
appropriate pedagogies such as; discussion,
interviews, and questioning and explore how
such practices compel social studies curriculum
processes. In concurrence with this assertion, in
a doctoral dissertation at Nova South Eastern
University Montra [28] pointed out that if reflection
is not part of social studies instruction, then
learners may revert to factual memorization and
recitation with little relevance to applying
knowledge to daily life. By reflecting on success
in the class, the teacher needs to create a
learning environment where learners can develop
appropriate skills for thoughtful observation that
aid in the acquisition of new knowledge.
In a study on a reflective approach to teaching
history and social studies curricula in the United
States, Berg, and Shaw, [8] recommends new
pedagogical models for reviving an ailing social
studies program in the preschool system.
Appropriate instructional strategies allow learners
to give feedback and design challenging learning
events that create connections and expansion of
knowledge. Further, Sifuniso [29] examined the
implementation of reflective teaching in primary
schools in Zambia. Findings revealed that
although teachers are aware of the relevance of
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reflective teaching, they experience difficulties in
practicing the same in classes due to limited time,
curriculum needs, and class size. Thus in
instances where reflective practices are
adequately adopted learners are likely to
transform practice and experience to bring the
best in social studies curriculum.
1.3 Abstract Conceptualization and Social
Studies
Abstract conceptualization involves making sense
of what has happened and interpreting events
and understanding the relationships between
them Kolb [4]. In such circumstances, learners
who actively engage with what they are studying
tend to make comparisons between what they
have done and what they already know. During
this stage, Kolb [20] further asserts that the
learner may draw upon theory from textbooks for
framing and explaining events or any other
knowledge developed earlier for integrating
observations into logically sound theories. To
achieve abstract conceptualization, the learner
has to make connections between experience
and individual observations. In support of this
view, Fullan, and Langworthy, [30], in their book;
How new pedagogies find deep learning,
concluded that comprehending and perceiving
concepts in an abstract way is an essential ability
supporting the conceptualization of new
relationships to the object of study. In social
studies, learners could be working with concepts
such as ‘our county’ for developing the capacity
to appreciate patriotism. In this regard, learners
tend to analyze and grasp the concept more
concretely if supported with appropriate
instructional resources and methods that suit
preferred learning styles.
Learners with broad knowledge gained from
experience have enhanced organized knowledge
structures, with stronger linkages among
domainrelated concepts, Kolb, and Yeganeh,
[31]. Such experiences allow learners to
conceptualize problems efficiently and effectively
focusing on relevant principles. Zolghadri,
Shirazi, Taghinezhad, Shayan, Veysi, and Afshar
[32] in a study in Iran on the role of learning
styles components on learner performance in
Mathematics found high performance for learners
exposed to concrete experience and abstract
conceptualization. Such experiences boost
appropriate suggestions in school consultations
and can be used in designing appropriate
strategies by considering effective learning styles.
1.4 Active Experimentation and Social
Studies Curriculum
The last stage in ELM is active experimentation
(learning by action) emphasizing practical
applications in real-life situations. Thus,
Chesimet, Anditi and Ng’eno [33] note that
learners in active experimentation use theories to
solve problems and make the decision in the best
way that suits knowledge acquisition. Making
appropriate decisions require learnercentered
instructional techniques that include fieldwork,
projects, games, and dramatization.
As a result, learning is achieved when an
individual progresses through all four stages of
ELM supported with effective learning styles.
Throughout the experiential learning process,
Kolb and Kolb [34] in their work on the learning
way indicated that the learning styles employed
enable learners to actively engage in posing
questions, investigating, experimenting, being
curious, solving problems, and assuming
responsibility. How much an individual learns is
determined by the compatibility of the learners'
learning style and the teaching style of the
teacher during the instructional process. Hence
the more compatible the learning style of the
learner and the teaching style of the teacher, the
better acquisition of knowledge. However,
Kafadar and Tay [35] in a study on learning
strategies and learning styles used by students in
social studies asserted that learners perceive
social studies as dull, boring, and not relevant to
daily life. This could imply that the gap between
the learning style and active experimentation
stems from the instructional methods adopted.
Therefore social studies need to be rejuvenated
and aligned with appropriate teaching and
learning styles that match learners’ needs.
Yorks, and Nicolaides [36] in a study on action
inquiry point out that through active
experimentation, learners transfer previous
learning to new contexts; master new concepts,
principles, and skills, and are able to articulate
how they developed this mastery. In agreeing
with this contention, a study on a study on
stakeholders’ support for social studies
curriculum by Ganira, Odundo, Gatumu, and
Muasya [37] affirmed that an inclusive class
serves as a setting for active experimentation
through embedded activities including; case and
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problem-based studies, guided inquiry,
simulations, experiments, or art projects. If
adopted effectively, active experimentation allows
learners to develop opportunities for applying
knowledge and conceptual understanding to real-
world problems or situations. Eventually, such
skills create selfdirected and life-long individuals
who embrace responsibility in learning. When
adopted effectively, active experimentation allows
learners to develop an enthusiasm for feeling,
watching, thinking, and doing which in turn
enhances effective learning.
Almroth [38] in a case study on the importance of
laboratory exercises in biology teaching in
ecotoxicology revealed that the explicit reflective
laboratory design facilitates effective student
participation. The processes of natural science
research included posing hypotheses and
determining appropriate variables. Data
collection, analyses, and presentation of
conclusions both written and oral was preferred
and more successful. Further findings showed
that learners gained a deeper understanding of
the subject matter and specific mechanisms,
whose benefits were attributed to the expository
design. Omondi, [39] study on the influence of
experiential learning styles on the achievement of
preschool children in sciences class in Kisumu
County revealed that concrete experience,
reflective observation, active experimentation,
and abstract conceptualization influence learning
achievement. In both studies, evidence shows
that ELM provides appropriate conditions for
optimally supporting student learning.
2. THEORIES OF EXPERIENTIAL
LEARNING
2.1 Kolb’s Experiential Learning Model
Kolb’s experiential learning theory of different
stages of the cycle is associated with distinct
learning styles. Since learners differ in preferred
learning styles, recognizing learning according to
the first stage raises learner awareness of the
alternative approaches possible. Therefore,
Kolb’s theory is affirmed as a learning model that
confirms all main aspects of active learning.
According to Kolb [40], the four-stage cycle
model for the experiential learning theory work
together to create a complete experiential
learning experience. These models include
Concrete experience, abstract conceptualization,
reflective observation, and active
experimentation. Concrete experiences are the
basis for making observations and reflections.
The concrete experiences, Kolb [41] are then
assimilated and synthesized by learners into
abstract concepts with implications that can be
tested. In this respect, the four stages can guide
teachers on how to carry out social studies
practical or fieldwork activities. Following the
stages sequentially can also promote mastery of
skills in social studies when an appropriate
learning environment is provided. Ganira and
Odundo [42] noted that learners become
successful when presented with options and
critical thinking situations for action that promote
sustainable knowledge and skill. Hence
adaptation of abstract concepts forms the basis
for new experiences and repeating the
experiential learning cycle. In support of this
Okafor [43] in his thesis on the effect of Kolb's
4Stage cycle model of experiential learning
affirmed that the cycle improves students’
performance, enhances ability in hands-on
activities, and arouses interest in practical
learning. Thus, in social studies, effective
learning can be achieved when a learner
progresses through a cycle of four stages.
2.1.1 Kolb learning models
According to Kolb [4], learners develop a
preference for learning in a particular way by
adopting different learning styles in diverse
situations. Kolb [4] further identified four learning
styles, each of which is associated with a
different way of solving problems. A learner with
a converging style has abstract conceptualization
(AC) and active experimentation (AE) as
dominant learning abilities. The learner prefers
dealing with technical tasks and problems rather
than with social and inters personal issues. This
kind of learner prefers doing and thinking and
solves or approaches the problem by using
theories, principles, and other data. For effective
learning to be achieved, the teacher should
interpret learners’ reactions and responses to
questions asked. The teacher should also
encourage learners to engage in discussions,
solve problems, or demonstrate a skill. After
learners have comprehended a particular topic,
Odundo, Ganira, and Ngaruiya [44] indicated that
teachers should then adopt learners' preferred
learning styles to allocate independent practices
that strengthen skills and knowledge in that
specific area.
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A learner with diverging style has concrete
experience (CE) and reflective observation (RO)
as dominant learning abilities with a preference
for working in groups, listening with an open mind
to different points of view, and receiving person
Divergent learners learn through feeling and
watching. An assimilating style learner has
abstract conceptualization (AC) and reflective
observation (RO) as dominant learning abilities
and prefers a solitary learning environment. Such
learners acquire knowledge by watching and
thinking. As noted by McLeod, [45] the learner is
interested in ideas and abstract concepts over
people, prefers lectures and readings over
practical experience, and favors time to think
through and analyze things. Therefore, the
teacher should adopt several instructional
strategies that accommodate such learners in
relation to appropriate pedagogical approaches,
instructional resources, and feedback. A learner
with an accommodating style has concrete
experience (CE) and active experimentation (AE)
as dominant learning abilities and learns by doing
and feeling. The learner prefers working with
others to get assignments done, setting goals,
doing fieldwork, and testing out different
approaches to completing a project. This learner
is action-oriented.
2.2 Gibb’s Reflective Learning Cycle
(1988) [24]
Reflective practice is the ability to replicate or
imitate one's action in order to engage in a
process of continuous learning, [46]. Reflective
thought is active, persistent, and careful
consideration of any belief or supposed form of
knowledge in the light of the grounds that support
it and the further conclusions to which it tends.
Gibbs [24] discussed the use of structured
debriefing to facilitate the reflection involved in
Kolb’s [4] experiential learning cycle. These five
applications of reflective practice provide a useful
framework for thinking about the level of
reflection in which social studies teachers should
engage. He structured reflection on five learning
experiences namely description, feelings,
evaluation, conclusions, and action. Appropriate
application of the five stages raises learners’
awareness of alternative approaches which
enables them to be flexible in meeting the varied
demands of learning situations.
When learners are engaged in reflection they are
thinking about how class activities meet
established criteria by analyzing the effectiveness
of efforts made and planning for improvement.
Cigala, Venturelli, and Bassetti [47] showed that
learners benefit from engaging in reflective
practice given that it fosters critical thinking and
decision-making skills necessary for continuous
learning and improvement. In addition, Odundo,
Kinyua, and Ganira, [48] study on adopting value-
creating pedagogy and problembased learning
pointed to the view that reflection is linked to
elements that are fundamental to the
development of meta-cognition skills including
critical thinking, problem-solving, and decision
making. Learners with developed meta-cognition
skills have the ability to self-evaluate and judge
the quality of their work based on evidence. In
this regard when teachers teach meta-cognition
skills, learners develop self-monitoring and
selfregulation that can lead to intellectual growth
and an increase in academic achievement. In
social studies, if learners are exposed to meta-
cognitive skills, they tend to acquire the capacity
to understand their own thinking processes and
are able to employ vital cognitive skills to
complete a given task.
2.3 Schön’s Reflective Theory
According to Schön [27], reflection is the process
of reviewing an experience of practice in order to
describe, analyze, evaluate and inform learning
about practice. By nature, reflective practice
begins with a degree of self-reflection, cultivating
a higher level of self-awareness or
consciousness. Cigala, Venturelli and Bassetti
[47] acknowledged that reflection is an important
stage in the learning process for learners to
become conscious of beliefs and hypotheses,
associations and influences embedded in
practice. In a social studies class, the reflective
practice assists learners in responding to
problematic situations, problem framing and
problem solving in order to bring meaning and
value to the subject. Schön [27] introduced the
concepts of reflection such as reflection on
‘reflecting on action’, after the experience, or by
‘reflecting in action’, during the experience.
Reflecting in action is a more advanced skill while
reflecting in action is more likely to be used when
teaching social studies. Further, Hickson [49] in
an article on becoming a critical naturalist
suggested that teachers should familiarize
themselves with reflective practice to better
understand how they can drive educational
processes. In terms of motivation and helping
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learners acquire clear decision-making, Mailo,
Odundo, and Ganira [50] advocate for reflective
practice as one of the most effective ways
teachers could apply in a class environment for
learners to emerge as critical thinkers and
problem solvers.
3. CONCEPTUAL FRAMEWORK
Experiential learning occurs when a learner
engages in activities and puts the results to work
through a change in behavior. The experience is
where data is generated giving the learner a real
life experience on which learning is built. The
learner shares personal data and perspectives of
what happened during the learning. When
learners explain experiences in the learning
process, they discuss commonalities of their
perceptions. In this way, learners are able to give
feedback based on experiences in the learning
process. In instances where learners process
information appropriately, generalizations arising
from past experiences are made that allow the
application of learned knowledge to real-life
situations. Thus effective learning is achieved
when a learner progresses through a cycle of
four stages; concrete experience, observation of
and reflection on that experience, the formation
of an abstract concept, and future situations
resulting in new experiences as shown in Fig. 1.
4. STRENGTH AND WEAKNESSES OF
EXPERIENTIAL LEARNING MODELS
According to Qualters [51] experiential learning
model is fun for learners but does not cover
curriculum or encourage neither literacy nor
numeracy as efficiently as chalk-and-talk or
textbook-based lessons. On the other hand,
experiential learning is viewed as less
accountable since it is hard to ensure that it
supports and meets curriculum standards and
can often be much more complicated to assess,
[52].
There is not a substantial body of research that
provides clear evidence about what works and
where experiential education is concerned, [53].
As such it does not have the support that
traditional methods of teaching have and despite
16
Fig. 1. Perceived Framework on Implementation of experiential learning model based on Kolb
[40], Schön [27] and Gibbs [24]
Concrete experience
-problem-solving
-discussion
-debates
Active experimentation
-Role play
-Set objectives
-case studies
Reflective observation
-Synthesis
-Analysis
-Questioning
Abstract conceptualization
-Makes decisions,
-Focuses on efforts
-Evaluate plans
Transform experience
Ganira and Odundo; Asian J. Educ. Soc. Stud., vol. 42, no. 1, pp. 9-20, 2023; Article no.AJESS.97453
its long history, continues to be seen as an
alternative teaching method.
The experiential learning model is timeconsuming
to plan, and more work to organize, [54]. Thus,
experiential learning methods require that
teachers devote equal attention and care to the
content taught and to the learning process
involved in the acquisition of various knowledge
and skills. As a consequence, the model requires
a considerable amount of time and commitment
in the preparation of courses. According to Chan
[55] ELM model requires smaller class sizes for
the delivery of various experiential activities
which calls for a holistic assessment method that
adequately evaluates all facets of learning
experiences.
5. IMPLICATION OF EXPERIENTIAL
LEARNING MODELS IN TEACHING
AND LEARNING OF PRE-PRIMARY
SOCIAL STUDIES
In experiential learning, each learning experience
is guided by a unique past experience that
interacts with the information and the task in
different ways.
• Experiential learning enables learners to
pursue their own areas of interest and work
through problems as they arise in real-life
situations. Since social studies are a
problem-solving discipline, learners who
get grounded in 'real-world' activities
discover and develop their own skills,
attitudes, and passions.
• According to Ganira [11], experiential
learning enables learners to connect
creative portions of their brains and seek
their own unique and most fulfilling solution
to a hands-on task. Thus there is a need to
endorse 21st-century skills and academic
content knowledge. Nurturing a broader set
of skills and characters beyond core
content knowledge is vital and learners
merit the investment of more time in the
classroom.
• By incorporating concrete experiences with
abstract concepts, learners engage more
regions of their brain and make true
personal connections with the material,
[56]. In this regard, teachers need to
practice reflective teaching to help learners
develop reflective learning as constant
reflection is vital in acquiring confidence,
responsibility, reflection, and innovation.
• As learners’ engagement increases
through experiential learning processes,
learning accelerates and retention
improves, [15]. In this view, there is a need
to have experiential learning at the start of
units to give a concrete foundation for
future learning in social studies.
• Teaching in schools has focused on facts
as found in textbooks and not on more
critical or creative skills such as drawing
conclusions, applying knowledge or
creative writing. Experiential learning is
personal and effectual in nature,
influencing feelings and emotions and
ensuring a high level of retention.
• The quality of a teacher resides in
experiences. Formal and informal
experiences contribute to content depth
and profundity, content application
understanding, pedagogical knowledge
and use, and professional interactions all
resulting in a strong teacher sense of
professional self.
• The transfer of social studies content
understanding to the learner is impacted
by the depth and breadth of the teacher's
understanding of that content [57,58].
6. CONCLUSION
Integration of the experiential learning model in
the implementation of pre-primary school social
studies encourages the adoption of preferred
learning style, which in turn strengthens the
acquisition of knew knowledge for sustainability.
Given that social studies instruction is supported
by experience, coupled with effective teaching
and learning styles, the learning environment
changes completely when ELS is adopted as the
teacher takes on the position of leader of group
activities and not a facilitator of knowledge. By
implication, the goal of pre-primary school social
studies is achieved when a learner goes through
the whole cycle of experiential learning to
transform capabilities into new knowledge. Social
studies curricula are founded on the concept that
an individual's experiences with the immediate
environment play an essential role in learning
and appreciation of new knowledge which can be
realized through the effective adoption of an
experiential learning style model. This is
premised on the view that experiential learning
models provide learner-centered experiences by
17
Ganira and Odundo; Asian J. Educ. Soc. Stud., vol. 42, no. 1, pp. 9-20, 2023; Article no.AJESS.97453
doing, discovering, reflecting, and applying
social studies ideals. Through such
experiences, learners strengthen communication
skills and self-confidence which strengthen the
goal of social studies in producing effective
citizenry.
7. RECOMMENDATIONS
The systematic Review makes recommendation
for policy, Practice and Further Research
• Policy frameworks should be developed to
guide educators in taking a systematic
approach to designing experiential learning
activities.
• Teachers should devise activities that give
opportunities to all learners to learn in ways
which go well with them. The activities
carried out should enable the learner to go
through the whole process of the
experiential learning cycle.
• There is need to have teachers trained in
experiential teaching that incorporate this
method of teaching in preschools social
studies
• Further research is recommended in
experiential learning models to determine
its effectiveness in implementation of
preschool social studies curriculum.
COMPETING INTERESTS
Authors have declared that no competing
interests exist.
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