Learning by Doing Model

Learning by Doing and Living is an approach to learning in which students take responsibility for their own learning process, actively participate in it, and construct knowledge through their personal experiences. This model aims to move students beyond being passive recipients of information and instead become individuals who discover, apply, and internalize knowledge. In general, education—defined as the process by which individuals regulate, modify, and give meaning to their behaviors—is grounded in the principle of intentionally bringing about desired changes in behavior through personal experience.

Definition and Core Principles

The learning by doing and living model advocates for the involvement of multiple sensory organs in the learning process, asserting that this enhances learning positively and increases the retention of acquired knowledge. The model’s core principles are as follows:

Active Participation

The student is at the center of the learning process and engages directly in it. This participation enables students to assume responsibility for their own learning.

Experience-Based Learning

Learning occurs through the individual’s own experiences. This principle is supported by R. C. Schank of Northwestern University’s Institute for Learning Sciences, who argued that one of the most effective ways to facilitate learning is through doing and that educational processes should be designed to mirror real-life situations.

Concrete Representation

In fields involving abstract concepts—particularly the natural sciences—linking topics to everyday life and reinforcing them through hands-on activities facilitates learning.

Student-Centeredness

The model is structured as a student-centered and interactive system. This encourages students to interact with each other and with learning materials.

Historical Development and Theoretical Approaches

The foundations of the learning by doing and living concept are rooted in the work of various theorists. H. E. Armstrong’s “Heuristic Method” is among the earliest examples of this approach, proposing that students learn best not by following textbooks but by conducting experiments and observations themselves.

The modern theoretical framework of the model has been influenced by John Dewey’s pragmatist philosophy, Kurt Lewin’s Gestalt psychology, and Jean Piaget’s developmental psychology. These theorists share a common emphasis on the central role of experience in the learning process.

Kolb’s Experiential Learning Model

Developed by David A. Kolb in the 1970s, Kolb’s Experiential Learning Model is one of the most systematic approaches in this field. According to Kolb, learning consists of a four-stage cycle. For effective learning, individuals must possess four distinct capabilities:

1. Concrete Experience: This refers to individuals opening themselves to new experiences without prejudice. This stage is based on “feeling” through personal experiences, interpersonal interactions, and sensitivity to emotions.
2. Reflective Observation: The ability to observe and reflect on experiences from multiple perspectives. It involves “watching” by carefully observing situations and exploring their meaning from different angles before making decisions.
3. Abstract Conceptualization: The capacity to form concepts that logically integrate observations into coherent theories. In this stage, logic and concepts take precedence over emotions, and learning is primarily “thinking.”
4. Active Experimentation: The ability to apply constructed theories in problem-solving and decision-making. This represents “doing” through practical application and direct engagement with events.

Kolb analyzes these four stages along two fundamental dimensions: How Information Is Perceived (the Concrete Experience–Abstract Conceptualization axis) and How Information Is Processed (the Active Experimentation–Reflective Observation axis). Individuals’ tendencies along these dimensions give rise to four primary learning styles:

• Diverger: Combines Concrete Experience and Reflective Observation. Individuals with this style have strong imaginative abilities and interpersonal awareness but may struggle with decision-making.
• Assimilator: Encompasses Abstract Conceptualization and Reflective Observation. These individuals excel at planning, modeling, and developing theories but may lack proficiency in practical applications.
• Converger: Integrates Abstract Conceptualization and Active Experimentation. They are successful in problem-solving and systematic planning but may sometimes focus on the wrong problem or make hasty decisions without testing their ideas.
• Accommodator: Includes Concrete Experience and Active Experimentation. Individuals with this style exhibit traits such as task completion, leadership, and risk-taking; however, they may sometimes engage in meaningless activities or develop impractical plans.

Application Areas and Methods

Because the learning by doing and living model requires consideration of individual student differences, it is implemented through diverse methods across various disciplines and educational levels rather than through a single standardized approach. The model is particularly widely used in Science Education, where students often struggle to concretize abstract concepts.

The application of this model is not limited to in-school instruction. Out-of-school learning environments such as science camps and projects are among its most prominent application areas. In Türkiye, TÜBİTAK’s 4004 Nature Education and Science Schools program is based on the principles of this model. These camps include not only science disciplines such as biology, chemistry, physics, environment, robotics, space science, and computer technology but also interdisciplinary activities such as drama, collage, and orienteering. Similar science camps are organized in various formats in other countries such as the United States and Italy.

Other disciplines in which this model is applied include Life Sciences and Mathematics.

Teaching Methods and Techniques

Implementing the learning by doing and living model requires a rich variety of methods and techniques that cater to diverse learning styles. The most prominent methods and techniques used in practice are as follows:

Laboratory Work and Experiments

These allow students to discover concepts through direct experimentation. This method encourages students to actively participate in the learning process rather than passively sitting and listening.

Research Trips and Observations

These enable students to observe learned concepts in their natural settings. For example, examining pollution in a lake on-site or observing planets and solar flares through a telescope fall within this category.

Project and Model Development

This involves students conducting in-depth work on a specific topic to produce a tangible outcome. Examples include building models such as a water-powered space rocket, a planetarium, or a kaleidoscope.

Interactive and Social Methods

Techniques such as small group discussions, peer-to-peer idea exchange, role-playing, and educational games create effective learning environments, particularly for students whose learning styles align with Kolb’s “Concrete Experience” and “Active Experimentation.”

Structured Activities

The model encompasses not only physical activities but also mental processes. In this context, more structured activities such as direct instruction for “Reflective Observation” or reading and logically analyzing theories for “Abstract Conceptualization” are also integrated as components of the learning cycle.

Application Example: Water Pollution

A lesson plan based on Kolb’s Experiential Learning Model demonstrates how these methods can be used within a cyclical framework. In a lesson on “water pollution”:

1. Concrete Experience: Students are presented with a story or dream (e.g., conversing with a fish in a polluted lake) to establish a personal connection to the topic.
2. Reflective Observation: Students are taken on a field trip to the polluted lake to observe the situation firsthand and reflect upon it.
3. Abstract Conceptualization: In class, discussions are held on the causes of lake pollution and potential solutions (e.g., installing filters on factory chimneys, using natural fertilizers) to build a conceptual framework.
4. Active Experimentation: Students take action to implement the solutions they have discussed (e.g., testing natural cleaning agents at home or meeting with a factory manager).

Effects and Outcomes

Research has demonstrated that the learning by doing and living model has various positive effects on students:

Academic Achievement

Groups using this model have shown higher achievement in science compared to groups using traditional methods. Evidence confirms that student performance improves with this approach.

Attitude and Motivation

The approach positively influences students’ attitudes toward science and school. Increased willingness and motivation to participate in lessons have been observed.

Long-Term Retention

Students’ active involvement through doing, trial-and-error, and engagement of multiple senses leads to more durable learning and reduced forgetting.

Perception of Science

Students participating in such activities describe science as “a source of knowledge learned with enjoyment,” “discoveries,” and “processes that improve life.”

Gender Differences

Some studies have found no significant gender-based differences in the development of core skills among students using this model.

Challenges in Implementation

Despite its benefits, the model faces challenges in school settings. Teachers acknowledge the theoretical advantages of approaches such as inquiry-based learning but report low feasibility due to insufficient class time and overcrowded curricula.

Related Institutions

In Türkiye, the leading institution supporting and implementing this model is the Scientific and Technological Research Council of Türkiye (TÜBİTAK). Through its “Science and Society Projects” and particularly the “4004 Nature Education and Science Schools” program, TÜBİTAK supports initiatives aimed at delivering knowledge to society in an interactive and practical manner. These projects consist of activities centered on learning by doing and active engagement.