Abstract

This study examines the implementation of experiential learning activities in Grade 5 science across ten primary schools in Can Tho City. Data were collected through a survey of 145 teachers and interviews with school administrators. The findings reveal a substantial gap between teachers’ support for experiential learning and its practical implementation. Although teachers generally recognize the value of this approach, 47.5% report difficulties in implementing it regularly because of time constraints and large class sizes. Consequently, while students demonstrate strong visual observation skills, their ability to apply scientific knowledge to solving real- world problems remains limited. Based on these findings, the article proposes strategic measures to optimize lesson structures and address practical barriers to experiential learning, thereby contributing to the development of primary students’ scientific competence.

Keywords: Experiential learning, primary science education, theory–practice gap.