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

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.

experiential learning, experiential learning activities, experiential activities, teaching science, mineral elements, mineral nutrients