Science, Journaling, and Experiential Learning: Using Student Journals to Facilitate Kolb's Model of Experiential Learning in an Environmental Science Classroom

With the increasing emphasis on standards based, assessment driven education in American public schools, teachers are pushing back with research and methodology that says otherwise. An environmental science class consisting of 34 high school seniors participated in this study, which evaluated the success of journaling in regards to four hypothesis? concerning experiential learning. Experiential learning is student centered and is built upon the theories of Dewey, Piaget, Hahn, and Kolb. Student journal entries were transcribed, broken down and paired with Kolb?s model with the hope of showing how successful journaling promoted learning through Kolb?s model. Evidence was also sought of critical thinking, social development, and the validity of using journals as a means of assessment. Using evidence directly from student journals, along with student attitude surveys and teacher observations, journaling was found to be overall effective at promoting learning.