RQ3: What elements of the While this research is still in the anal- experiential learning cycle are ysis phase, the initial results are interest- used to teach safety and health ing. 95% of participants reported that practices? they use experiential learning but appear to be utilizing RO and AC modes syn- While this research is still in the anal- onymously in their instruction, despite ysis phase, the initial results revealed that distinct differences within and between certain elements of Kolb’s Experiential these modes which require deliberate in- Learning Cycle (1984) appear to be uti- structional design and delivery interven- lized more by educators including: CE, tions to promote the transfer of learn- AC, and AE. The reflective observation ing. In hindsight, the initial results from element of Kolb’s Experiential Learn- RQ1 appear to reveal that participants ing Cycle appeared to be somewhat un- may not fully comprehend the RO and derutilized and, in some cases, inadver- AC elements of the model. Being able tently consolidated with the AC mode. to think and reflect is imperative when learning about safety and health haz- Conclusions, Discussion, ards. Therefore, application of the AC Limitations, and Recommen- and RO modes of Kolb’s Experiential dations Learning Cycle (1984) must be facilitated thoroughly to complement the remain- The study explored how applied ing two elements (i.e., CE & AE). This is STEM educators of career and techni- a serious matter as it could be the one or cal education define experiential learn- more items that are not addressed in the ing and utilize it while teaching safety safety and health instruction that cause and health subjects. In response to RQ1, the greatest harm (Threeton et al., 2019). educators generally defined experiential learning as allowing students to acquire The results of this investigation are knowledge and skills about concepts by limited because the data analysis is cur- transferring past experiences of teachers rently in progress and the results reported or others to students, and setting up sce- in this manuscript represent initial find- narios that mimic real world conditions ings and are not generalizable. The data to provide students training for how to collection method furthermore used a deal with those situations. The results self-reporting structure. Due to the sen- for RQ2 reveal that experiential learn- sitive nature of safety and health stan- ing practices took up more than 90% of dards and liability concerns, the partici- the safety and health instruction. These pants may not have been as transparent initial findings aligned with the results in their responses for fear of self-incrim- of the pre-survey which revealed that ination. However, given the limitation of 95% of participants reported that they studies on experiential learning and safe- use experiential learning for safety and ty and health instruction, the study pro- health instruction. In response to RQ3, vides critical insight and sets the stage for the reflective observation (RO) element further research on the subject. Based of Kolb’s Experiential Learning Cycle on the conclusions of this study, the (1984) appeared to be somewhat un- following recommendations are made: derutilized and, in some cases, inadver- tently consolidated with the AC mode. Spring 2021 47
- Professional development op- National Institute for Occupation- portunities should be provided to al Safety and Health (NIOSH). educators on the fundamentals of (2020). Young worker safety and health. promoting the transfer of learn- https://www.cdc.gov/niosh/top- ing through authentic experiential ics/youth/default.html learning practices. - The study should be replicated on Threeton, M. D., & Walter, R. A. (2013). a larger scale within diverse STEM Managing technical programs and facili- related CTE programs across the ties. Whittier Publications. country. - Given that a multitude of occu- Threeton, M. D., Kwon, K., Fleck, J. pational safety and health training A., Ketchem, R. B., & Farzam, L. is delivered through a traditional (2019). An investigation of instruc- classroom-based structure, fu- tional practices which promote ture research on the topic should occupational safety and health. employ an experimental design to International Journal of Occupational determine if student performance Safety and Health. is enhanced when receiving safety and health instruction through experiential education versus a lecture-recitation procedure. n References Bureau of Labor Statistics. (2019). Injuries, illnesses, and fatalities. https:// www.bls.gov/iif/oshwc/cfoi/ cftb0320.htm Gray, K. C,, & Herr, E. L. (1997). Work- force education: The basics. Pearson. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall. Kolb, D. A., & Fry, R. (1975). Toward an applied theory of experiential learning. In C. L. Cooper (Ed.), Theories of group processes (pp. 33–57). John Wiley & Sons. 48 NSEE Conference Proceedings
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