The reality of organizing the activities of teaching in 4th grade Science subject by experiential method of some primary schools in district 3, Ho Chi Minh city

Abstract

Science subject conducted by Grade Four and Grade Five teachers in primary schools located in District 3, Ho Chi Minh City (HCMC). The research subjects consisted of 132 homeroom teachers responsible for Grade Four and Grade Five classes in primary schools within District 3, HCMC. The results revealed that the majority of teachers held accurate perceptions regarding the role of experiential teaching activities. They utilized a variety of teaching methods, recognizing the essential factors influencing the implementation of experiential teaching. However, a few teachers still lacked a clear understanding of the significance of experiential teaching, and some distinctive experiential teaching methods were not extensively employed. Based on the findings of this survey, primary schools can refer to these results to organize Science teaching activities using experiential methods more effectively, aligning with the educational goals outlined in the 2018 General Education Program.