Summary:
Organizing experiential activities in teaching science for primary school students is one of the specific contents of the fundamental and comprehensive innovation process in education in general and primary education in particular. In fact, there are still limitations and shortcomings in organizing these activities, which raises a requirement for building an experiential learning process based on David A. Kolb’s experiential learning model in teaching science in primary schools in the orientation of competence development for students, aiming at meeting the requirements of renovating and improving the effectiveness of the current general education program and the 2018 general education program.
Refers:
[1] Kolb, A. Y., & Kolb, D. A, (2009), Experiential learning theory: A dynamic, holistic approach to management learning, education and development, In S. J. Amstrong & C. V. Fukami (Eds.), The SAGE handbook of management learning, education and development (p. 42), London: SAGE Publications
[2] Phạm Anh Tuấn (dịch), (2012), Kinh nghiệm và giáo dục, NXB Trẻ
[3] Michael Reynolds and Russ Vince, (2007), The handbook of experiential learning & management education, New York: Oxford
[4] Kolb, D. A, (2014), Experiential learning: Experience as the source of learning and development (Second), New Jersey: Pearson Education.
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