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

Abstract

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.