A REVIEW OF RESEARCH ON DEVELOPING SCIENTIFIC COMPETENCE FOR PRIMARY SCHOOL STUDENTS THROUGH EXPERIENTIAL LEARNING ACTIVITIES IN SUBJECT-BASED TEACHING

This article reviews research on developing scientific competence in primary school students through experiential learning activities within subject-based instruction, aiming to identify key achievements and gaps. The methodology involves analyzing, synthesizing, and systematizing domestic and international scientific publications related to three main areas: Scientific competence, experiential learning activities in subject-based instruction, and the relationship between these two elements at the primary education level. The review indicates that international studies have established a solid theoretical foundation for experiential learning and scientific competence frameworks through assessment programs such as PISA. In Vietnam, initial research has proposed procedures for organizing experiential learning activities and investigated their implementation status under the 2018 general education Curriculum. However, there remains a lack of studies that develop scientific competence frameworks appropriate for Vietnamese primary school students and specific, highly feasible pedagogical measures. The findings provide a scientific basis for researchers, teachers, and educational administrators to guide the development of scientific competence in primary school students through experiential learning activities.