The experiential learning model as an alternative to improve the learning process within the classroom
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Abstract
Objective: to determine whether the prevalence of learning in fourth grade students from an educational institution is modified when implementing Kolb’s experiential learning model within the classroom.
Methodology: this quantitative approach was based on an exploratory design with a descriptive scope. The CHAEA-Junior Questionnaire was implemented to collect data.
Results: results showed an evident change in the prevalence of learning of the students who participated in this study.
Conclusions: kolb´s experiential learning model (1984) is valid to determine that the learning preference of the individuals depends on their stimulus or their environment.
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Learning, Model, Experience, Preference.
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