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

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 experi-ential 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 po-litical engagement (Stage IV). (3) Peer discussion (Stage III) induced participants to refine their conception ar-chitecture, form values, and practice pro-environmental behavior (Stage IV). The results may aid the development of future marine debris education.