From concrete experience to conceptual understanding: experiential learning in primary science education

Abstract

Abstract. Experiential learning provides a relevant framework for teaching Science in primary education by drawing on direct experience, reflection, and students’ active engagement in the educational process. However, participation in practical activities does not automatically lead to conceptual understanding. The educational value of experience depends on how students are guided to observe, reflect, establish connections with prior knowledge, formulate explanations, and apply newly acquired knowledge in different contexts. This paper theoretically examines the transition from concrete experience to conceptual understanding in Science education, with particular emphasis on the mechanisms that support meaning-making and concept formation. It also highlights the teacher’s role in designing and guiding learning experiences. The analysis emphasizes the need to integrate concrete experience with reflection, conceptualization, and the application of knowledge in order to foster authentic, active, and meaningful learning.