Stakeholders’ Support for Social Studies Curriculum and Enhancement of Responsibility among Learners in Early Years Education Centres in Nairobi City County, Kenya

Lilian, Ganira Khavugwi; Amollo, Odundo Paul; Jane, Gatumu Ciumwari; Juliet, Muasya Njeri

doi:10.11648/j.tecs.20200502.13

Cited by 1 publication

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…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 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.…”

Section: Active Experimentation and Social Studies Curriculummentioning

confidence: 99%

Experiential Learning Style Models on Implementation of Pre-Primary School Social Studies Curriculum: Systematic Review of Related Literature

Lilian

Amollo

2023

AJESS

View full text Add to dashboard Cite

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 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 pre-primary 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).

show abstract

Section: Active Experimentation and Social Studies Curriculummentioning

confidence: 99%