Kolb's experiential learning theory and marine debris education: Effects of different stages on learning

Marine debris is a vital issue in ocean governance. While education outreach can promote individual learning and develop pro-environmental behavior, research on marine debris education remains scarce. Kolb's experiential learning theory may provide a holistic model for marine debris education;...

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Veröffentlicht in:Marine pollution bulletin Jg. 191; S. 114933
Hauptverfasser: Hung, Ling-Ya, Wang, Shun-Mei, Yeh, Ting-Kuang
Format: Journal Article
Sprache:Englisch
Veröffentlicht: England Elsevier Ltd 01.06.2023
Schlagworte:
Beach cleaning activities
conception
Curriculum
Environmental education
governance
Humans
Kolb's experiential learning theory
marine debris
Marine debris issue
marine pollution
Outdoor education
outreach
politics
Problem-Based Learning - methods
Outdoor education
Kolb's experiential learning theory
Marine debris issue
Beach cleaning activities
Environmental education
ISSN:0025-326X, 1879-3363, 1879-3363
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Zusammenfassung:Marine debris is a vital issue in ocean governance. While education outreach can promote individual learning and develop pro-environmental behavior, research on marine debris education remains scarce. Kolb's experiential learning theory may provide a holistic model for marine debris education; therefore, this study developed an experiential-learning based marine debris (ELBMD) beach cleanup curriculum and analyzed the participants' performance during Kolb's four-stage cycle. The results revealed that (1) the ELBMD curriculum deepened the participants' understanding of marine debris, created a sense of responsibility, and increased their confidence in analytical skills and intention to act responsibly. (2) Reflection (Stage II) encouraged participants to think deeply about the human–environment relationship, which induced pro-environmental behavior and awareness of political engagement (Stage IV). (3) Peer discussion (Stage III) induced participants to refine their conception architecture, form values, and practice pro-environmental behavior (Stage IV). The results may aid the development of future marine debris education. •The curriculum deepened students' understanding and fostered a pro-environmental behavior.•Reflection helped students to contemplate the relationship between humans and the environment.•Reflection fostered pro-environmental behavior and awareness.•Peer discussions prompted participants to refine their conceptual framework and values.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:0025-326X
1879-3363
1879-3363
DOI:10.1016/j.marpolbul.2023.114933