Diversity of didactic approaches in teaching Geography

This paper discusses different didactic approaches in teaching geography as viewed through the prism of Kolb’s experiential learning theory and Kolb’s learning styles inventory. The survey, based on Kolb’s model of a four-stage cycle (concrete, experience, reflective observation, abstract conceptualization and active experimentation) and a four-type definition of learning styles (diverging, assimilating, converging and accommodating), was carried out in Slovenia. It aimed to define the main preferences and obstacles encountered by teachers and their students towards the process of acquiring information, concepts and skills through the experiential learning and highlight the importance of considering learning styles in the act of choosing teaching and learning methods in geographical education. Key words: geographical education, learning styles, experiential learning, teaching an