Abstract
The present study experimentally investigated the effect of experiential learning in enhancing the critical thinking skills of young learners. In this experiment, students in Grades 5 and 6 were provided with opportunities to collaborate during various tasks within their learning cycles across multiple disciplines. The study aimed to equip these learners with thinking strategies and structured templates to make their learning processes more effective and meaningful. The researcher introduced learners to a variety of templates that defined individual roles in experiential activities, thereby promoting both accountability and active participation. Across all exercises, the foundational principles of experiential learning served as the guiding framework.
Furthermore, the study was grounded in the principles of student-centered learning and personalization, recognizing that each learner brings unique interests, prior knowledge, and learning preferences to the educational process. Learning experiences were carefully crafted to enable learners to access their concepts and skills in their own unique ways. Through differentiated processes and resources to support, the learning catered to students’ readiness and abilities, thus making learning more meaningful and relevant to every learner. This study also aimed to create an equitable environment that not only fostered critical thinking but also nurtured autonomy, collaboration, and a sustained approach toward lifelong learning.
Keywords: Thinking strategies, experiential learning
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