Conceptual Change Resulting from Experiential Learning with Business Enterprise Software

conceptualization. Accommodation requires the tangible qualities of apprehension transformed by manipulation of the external world (extension) with both operating on the experiential learning stages of active experimentation and concrete experience. In addition to assimilative and accommodative knowledge, Kolb includes knowledge descriptions originally proposed as thinking styles by Hudson (1966): convergent and divergent knowledge. Convergent knowledge structures a variety of concepts to address a single topic or problem. In the Kolb model, convergent knowledge requires the representation of comprehension transformed by manipulation of the external world (extension) with both operating on the experiential learning stages of abstract conceptualization and active experimentation. It is associated with problems that have demonstrably correct (or optimal) answers. Many mathematics and science problems can be solved by convergent thinking. Divergent knowledge generates different concepts from an initial source (Atherton, 2005). In the Kolb model, divergent knowledge requires the tangible qualities of apprehension transformed by internal reflection (intention) with both operating on the experiential learning stages of concrete experience and reflective observation. It is associated with creative arts and can rarely be classified as “right” or “wrong”. Kolb & Kolb (2005, pp. 11-12) associate the basic knowledge forms of Figure 2.1 and Table 2.2 with learning styles. Figure 2.2 adds learning styles to the knowledge forms of Figure 2-1.