Learning Theories and Academic Research Articles

Theorist: David Kolb

Kolb, D. A. (1981). Experiential Learning Theory and The Learning Style Inventory: A Reply to Freedman and Stumpf. Academy of Management Review, 6(2), 289–296.

Kolb answers critiques of his experiential learning theory. He addresses concerns about the reliability and adaptability of this theory in practice within the classroom.

Cooper, R., & Murphy, E. (2016). Hacking project based learning: 10 easy steps to PBL and inquiry in the classroom. [Columbus, OH]: Times 10 Publications.

This book gives readers the inside scoop on 10 ways to incorporate PBL and inquiry-based pedagogy in the classroom.

Geier, R., Buumenfield, P.C., Marx, R.W., Krajcik, J.S, Fishman, B., Soloway, E., Clay-CHambers, J. (2008). Standardized test outcomes for students engaged in inquiry-based science curricula in the context of urban reform. Journal of Research in science teaching, 45, 922-939.

An academic research journal that found the inquiry-based curriculum effort succeeds in reducing the gender gap in achievement experienced by urban African-American boys. These findings demonstrate that standards-based, inquiry science curriculum can lead to standardized achievement test gains in historically underserved urban students, when the curriculum is highly specified, developed, and aligned with professional development and administrative support.

Schwartz, K. (2016). Five ways to ensure real learning happens in maker-enhanced projects.

Micheal Stone is an educator of teachers. He advocates that the point of the methodology is to put students in a position where they are solving authentic problems, not to check a box. He gives examples of how teachers can implement Project-Based learning in their classroom and how to do this effectively.

Wolfe, P. (2010). Brain Matters: Translating research into classroom practice (2nd edition). Alexandria, VA: ASCD.

Using Neuroscience back evidence, Wolfe introduces and examines practical classroom applications and brain-compatible teaching strategies that take advantage of simulations, projects, problem-based learning, graphic organizers, music, active engagement, and mnemonics. These strategies are accompanied by actual classroom scenarios--spanning the content areas and grade levels from lower elementary to high school--that help teachers connect theory with practice

Lattimer, H., & Riordan, R. (2011). Project-Based learning engages students in meaningful work: Students at high tech middle engages in project based learning. Middle school journal 43(2), 18-23.

An article that describes how a highschool educator implements PBL in the classroom, the effect it had on student learning and how educators can design effective PBL lessons.