Organizing the Experiential Learning Activities in Teaching Science for General Education in Vietnam

Cao Cu Giac^1, , Tran Thi Gai¹ and Phan Thi Thanh Hoi²

¹Pedagogical Institute of Natural Science, Vinh University, Vietnam

²Department of Biology, Ha Noi National University of Education, Vietnam

Cite this paper:
Cao Cu Giac, Tran Thi Gai and Phan Thi Thanh Hoi. Organizing the Experiential Learning Activities in Teaching Science for General Education in Vietnam. World Journal of Chemical Education. 2017; 5(5):180-184. doi: 10.12691/wjce-5-5-7

Abstract

Experiential learning is the ultimate way to match learning with the practical application, consisting of gaining knowledge and development of skills at the same time. The article analyzes the nature and role of experiential learning activities in teaching. The experiential learning model of David Kolb is the theoretical foundation for the design and organization for the experiential learning activities that contributes to the proactivity in learning activities for students through 4 stages: (i) concrete experience, (ii) reflective observation, (iii) abstract conceptualization, and (iv) active experimentation. In this article, we introduce the experiential learning activities model that supports learners to apply theoretical knowledge into practice, as well as demonstrating these activities in the case study of teaching the topic “Mineral Nutrition” in teaching “Science” in the general education curriculum of Vietnam.

Keywords:
experiential learning experiential learning activities experiential activities teaching science mineral elements mineral nutrients

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