INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue XI November 2025

Experiential Learning in Science for Developing Higher Order

Thinking Skills (HOTS) & Scientific Temper: A Literature Review

¹Bhimsen Panda, ²Ramakanta Mohalik

¹Research Scholar, RIE, Bhubaneswar, Utkal University, Odisha, India

²Professor of Education. RIE, Bhubaneswar, Odisha, India

DOI: https://dx.doi.org/10.51244/IJRSI.2025.12110061

Received: 10 November 2025; Accepted: 20 November 2025; Published: 06 December 2025

ABSTRACT

The quality teaching learning depends on how students are actively engaged in the learning process. Science

classes should always create a spark among students and motivate them to think critically and design creatively.

This review paper synthesizes findings from 51 research studies that includes 30 international studies and 21

national studies on experiential learning. The study specifically explores the impact of experiential learning on

the development of HOTS, Scientific temper among the secondary students in science. Some selective studies

are also taken from other subjects. The study has structured around five essential themes emerged from the

reviewed literatures; the concept of experiential learning, its impact on the effectiveness of science teaching

learning, its effectiveness in the development of HOTS as well as scientific temper among students & its

effectiveness in other subjects. The critical analysis reveals positive outcomes in the science learning following

experiential learning approach though there are significant obstacles in implementing this approach in all schools

and for all students, The study establishes a foundation for understanding how direct, hands-on engagement with

scientific concepts can lead to improved critical thinking and scientific curiosity, compared to traditional rote

learning. The study concludes that experiential learning has a positive effect on the achievement of science in

secondary stage and suggests for developing comprehensive strategy and lesson plan that can lead higher order

thinking Skill and scientific temper development. Further studies need to be carried out on the effectiveness of

experiential learning on the development of HOTS in aspects like creativity and evaluation as well as on

Scientific temper in aspects like respect for evidence, honesty & integrity, perseverance, and scepticism among

students as very few studies are there in these areas.

Keywords: Experiential learning, Science, Higher Order Thinking Skills, Scientific temper, Secondary students

INTRODUCTION

21^stcentury education system demands holistic development i.e. the development of 3H (Heart, Hand, and

Head). The prevailing education system mostly focusses on cognitive development leaving the affective and

psychomotor aspects aside. This leads to uneven development of a child. This may be due to traditional teacher-

centred method of teaching. Thus, the need of the hour is the change of pedagogical approach i.e. from teacher

centred to learner centred approach. Experiential learning (EL) is one such learner centred approach. Kolb (1984)

in his book Experiential Learning: Experience as the Source of Learning and Development. emphasizes on active

participation and reflection on the learning process over the product. It focusses on environment where learning

can reflect on their experiences and apply them into real life contexts. As per the experiential learning model of

Kolb, the learning theory works in four stages— concrete experience, reflective observation, abstract

conceptualization, and active experimentation.

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INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

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The first two stages of the cycle involve grasping an experience, the second two focus on transforming the

experience. Kolb argues that effective learning is seen as the learner goes through the cycle, and the speciality

of this model is that the learner can enter the cycle at any time. NEP (2020) framework in Part-I chapter 4

Curriculum and Pedagogy in Schools: Learning Should be Holistic, Integrated, Enjoyable, and Engaging, under

sub clause 4.6 writes “In all stages, experiential learning will be adopted, including hands-on learning, arts-

integrated and sports-integrated education, story-telling-based pedagogy, among others, as standard pedagogy

within each subject, and with explorations of relations among different subjects. The NEP (2020) document

further emphasizes on experiential learning under sub clause 4.5, where it writes “reduce curriculum content to

enhance experiential learning and critical thinking.” Bloom’s taxonomy (1956) describes that Higher-order

thinking skills (HOTS) include analysis, synthesis, evaluation, problem-solving, critical thinking, and creativity,

that involve complex cognitive processes beyond simple memorization. HOTS represent higher levels of

thinking where individuals apply, connect, and generate new ideas from existing knowledge, rather than just

recalling facts. These transferable skills are crucial for lifelong learning, critical thinking, and navigating

complex situations in real life. Experiential learning fosters critical thinking and Deep learning concludes

Koulouris (2024). Scientific temper is a rational and questioning attitude towards life and problems,

characterized by open-mindedness, a reliance on evidence-based reasoning, and a willingness to revise beliefs

considering new information. It involves applying scientific methods such as questioning, hypothesizing, testing,

and analysing to make informed choices and solve problems as mentioned by Nehru (1946) in his book The

Discovery of India. According to the Position Paper of National Focus Group on ‘Teaching of Science’ (p.11)

one of the aims of Science Education is to cultivate scientific temper, objectivity, critical thinking and freedom

from fear and prejudice. The concept of scientific temper is crucial for societal progress by promoting critical

thinking and rejecting superstition and irrational beliefs. It includes aspects like rationality, critical thinking,

open-mindedness, curiosity, scepticism, respect for evidence, objectivity, honesty & integrity, perseverance etc.

Chakraborty, et al. (2024) studying on Scientific temper: towards an alternate model of science-society

relationships argues that scientific temper is fostered through a process-oriented, reflexive approach that is

cultivated through direct engagement, rather than a top-down deficit model. Students studying in classes 9 to 12

and aged between 14 to 18 are generally considered as secondary level students as per NEP (2020). The Science

Council, UK (2009) defined Science as a discipline that seeks to understand the natural and social world through

systematic observation, experimentation, and the creation of testable hypotheses and predictions. It comprises

of organized knowledge and a process of discovery, with major branches including the natural, social, and formal

sciences. Raina (2019) highlighted that improving Science learning can be improved through Experiential hands-

on activities.

The above discussion reveals that experiential learning pedagogy is indispensable in class room teaching learning

interactions as it plays a vital role in the development of basic concepts in science along with HOTS & scientific

temper among secondary science students.

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Historical and Conceptual Background of Experiential Learning

Experiential learning's history starts from ancient times, where Aristotle emphasized on “learning by doing" in

350 BC, and continues to modern educational theory championed by John Dewey in the early 20th century, and

later synthesized into David Kolb's cyclical model in 1984. The concept gained significant momentum in the

1970s, recognized as a distinct field with the establishment of the Association for Experiential

Education (AEE). Today, it is a widely adopted approach in the field of educational pedagogy for fostering active

engagement, skill development, and the transformation of experience into knowledge across diverse educational

and professional settings. Experiential learning, as defined by Kolb (1984), is the sort of learning which is

attained through utilizing experiences specifically in sustaining the teaching-learning procedure. Experiential

learning theory (ELT), as Kolb (1984) acknowledged, a most pertinent theory as it gives pure basics for learning

to occur in natural settings. As per Kolb (1984), “Learning is the process whereby knowledge is created through

the transformation of experience” (p. 38). Learning, according to Kolb (1984), (p.31), “involves the integrated

functioning of the total organism – thinking, feeling, perceiving, and behaving”. A theory consisted of

experiential learning may take all mentioned elements into account for processing information into meaningful

channels based on students’ previous understanding. Moreover, Kolb’s experiential learning theory (ELT)

(1984) emphasize the transformation of learning as a long-lasting process, and this postulate depicted the

significant value of the knowledge provided in the classrooms may also be connected to the field of work and

other life routines outside the educational settings. Several models have been proposed by various educationists

on Experiential learning theory, out of that the significant theories are 1. Kurt Lewin’s Model of experiential

Learning 2. John Dewey’s Model of Experiential Learning 3. Jean Piaget’s Model of Experiential Learning 4.

Carl Roger’s Model of Experiential Learning 5. Maria Montessori’s Model of Experiential Learning 6. David

Kolb’s Model of Experiential Learning. Out of these models the present class room pedagogies mostly follow

David Kolb’s Experiential Learning Model. This review paper mostly focusses on David Kolb’s model of

experiential Learning. Kolb's Model (1984) of Experiential Learning follows a cyclical process of acquiring

knowledge through experience, transforming it by doing reflection on it, forming concept, and doing

experimentation, and finally applying it in new ways.

It is useful in providing a structured framework for creating effective, active learning experiences that enhance

skill development, promote continuous improvement, fosters reflection and self-awareness, improves motivation

& Engagement and increase knowledge retention across educational and professional settings. This model

provides a continuous cycle, allowing for the repetition of the process with new tasks and skills, thereby

supporting long-term individual and organizational growth.

So, it can be said that experiential learning is simply learning through reflection on doing. It follows a four-

stage cyclical model of learning and gives maximum emphasis on reflection and experience.

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INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

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Experiential Learning and Science

Experiential learning is crucial in science as it helps students understand concepts through hands-on activities,

promotes deeper retention than traditional lectures, fosters critical thinking, problem-solving, and creativity by

linking theoretical knowledge to real-world applications.

This "learning by doing" approach also builds important life skills like teamwork and communication, making

learning more engaging, relevant, and memorable for students. Research highlights several findings and

practices of experiential learning in science classes, including study by Raina (2019) on Improving Science

learning through Experiential hands-on activities revealed that there was significant difference in the scholastic

achievement of the students and significant effects on student knowledge gain for those who followed

experiential hands-on activities. Rani & Kumar (2023) studying on Experiential learning in school education:

Perspectives and challenges, highlights the significance of experiential learning, challenges in the effective

implementation of experiential learning in the teaching-learning process, suggestive measures to overcome these

challenges and concludes that though several initiatives have been taken by Govt. of India to promote the

implementation of experiential learning in school education, still it takes sincere attention in this regard . study

by Appa, (2018) on effectiveness of Experiential learning approach on learning attainment attitude towards

science and science process skills at upper primary level concluded that there is significant improvement in

promoting the attitude towards science among the students of upper primary by following experiential learning

approach and the experimental group showed a prolonged understanding of the subject matter, and positive

attitude towards learning. Study by Thota & Gowri (2020) on Experiential Learning: An Analysis of impact on

academic achievement among students of Grade 12, concludes that there is a significantly positive impact of

student’s handmade model as outcome-based learning on the academic performance in subject Chemistry at

Senior Secondary School level and the learners of experimental group show surprisingly better improvement

than that of control group. Garibaldis et al. (2018)studying on the application of the experiential learning

approach in science learning to improve critical thinking in elementary school students concludes that the

application of the Experiential Learning approach can improve students' critical thinking skills in learning

science in grade 5.The article by Ranasinghe et al. (2019) studying on the Influence of Experiential Learning

Models on curiosity and learning achievement in elementary School Science concludes that there is an influence

of the experiential learning model on curiosity and science learning achievement. study by Sharma & Singh

(2023) to investigate the effect of experiential learning technique on achievement in science of IX grade students

revealed that the achievement in science of group exposed to experiential learning technique was significantly

better than that of group taught through traditional technique. Haryanto et al. (2019) studying on the application

of the experiential learning model to improve science learning outcomes with hot themes and their transfer in

elementary schools’ remarks that the Experiential Learning model implemented using the Concrete Experience,

Reflective Observation, Abstract Conceptualization, and Active Experimentation steps can improve science

learning outcomes on the theme of Heat and Transfer in class V of Elementary School. Fauzi et al. (2019)

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studying on Improvement of student learning outcomes using experiential learning models on the concept of

light in science concluded that the experiential learning model can improve student learning outcomes, especially

in science learning. Scott et al (2023) on Examining How Experiential Learning Impacts Performance in an

Introductory Animal Science Course recommended practitioners to use experiential learning to complement

traditional lectures and to increase knowledge and practical skills. Imro’ah (2022) studying on efforts to increase

understanding of the concept of simple electric circuits with experiential learning models in class VI concludes

that experiential learning is a model of the teaching and learning process that activates learners to build

knowledge and skills through direct experience. Article by Yuliana et al (2025) on effectiveness of experiential

learning on students' understanding of science and technology concluded that the experiential learning model is

very effective for developing the understanding of science and technology .Study by Joshua et al (2023) on the

effectiveness of experiential learning approach on students’ academic achievement in Biology in Secondary

Schools concluded that experiential learning approach is an effective method of teaching a science subject and

teachers engage students in this approach and motivate them to pursue science. Study by Mund (2024) on

effectiveness of experiential learning on Integrated Science Process Skills among Secondary School Students

revealed that the students usually have a low level of integrated science process skills and when the experiential

learning program adapted from Kolb’s learning cycle model was incorporated, the integrated science process

skills of the learners improved. Study by Devi (2024) on Effectiveness of Multiple Intelligence Theory Oriented

Experiential Learning Approach on Development of 21st Century Skills and Learning Outcome in Science

concludes that the experiential learning approach centred on the multiple intelligence theory had a good impact

on scientific creativity thinking abilities, critical thinking abilities, and learning outcomes. Rukhsana et al (2021)

studying on effect of experiential learning on Students motivation and interest at elementary level in the subject

of General Science concludes that experiential learning was effective in teaching science at elementary grade.

Nguyen et al (2023) researching on Kolb’s experiential learning in STEM Education: A theoretical and empirical

study with ninth grade students indicates that a moderate relationship between experiential learning stages and

problem-solving abilities with concrete experience having the strongest effect. Study by Yinka et al(2025)on

perception of the Experiential learning approach: benefits, impacts and strategies concludes that the experiential

learning technique is seen by undergraduate students as a very successful way to improve academic

achievement and the acquisition of practical skills . Article by Geyser et al (2020) on the use of experiential

learning as a teaching strategy in life sciences describes that use of experiential learning cycle maximizes the

time and manner of learning in the life sciences class room. Julinda et al (2022) concludes that experiential

learning model improves learning outcomes in the subject science in class Kumar (2022) studying on

effectiveness of experiential learning pedagogy on science process skills, scientific attitude, and achievement in

science of secondary School tribal students in Kerala concluded that the pedagogical module has significant

effect in enhancing the scientific attitude, science process skills, and achievement in science. Jannah & Sofiya

(2023) researching on implementation of experiential learning model to improve science process skills proves

that learning using the experiential learning model can make students understand the material in depth, which is

taught through the search process carried out by students. Study by Falloon (2019) on using simulations to teach

young students science concepts: An experiential learning theoretical analysis, concludes that simulations can

be effective for introducing young students to simple physical science concepts, and for providing them with

opportunities to engage in higher order thinking process. Article by Susiloningsih et al (2023) on experiential

learning model in science learning: Systematic literature review, indicates that there is an influence of the

experiential learning model on science learning in elementary schools .Hwang (2019) on the study from

reflective observation to active learning: A mobile experiential learning approach for environmental science

education, concludes that learners who learned through experiential learning approach showed higher problem-

solving competence than those who learned with the conventional situated mobile learning approach.

From the above discussion, it can be concluded that experiential learning is quite useful in science learning

particularly at secondary level. It paves the way for academic achievement and enhances the learning outcomes

side by side making science learning joyful and engaging.

Limitations of Experiential learning

There are challenges from inadequate infrastructure and resources, teacher training and capacity building,

curriculum alignment, assessment and evaluation, equity and access, community engagement, and partnerships.

Seerat (2014), and Rani & Shivani (2021), reported that experiential learning is difficult to use in a limited given

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time. Giving practical experiences and having students’ reflections on their experience, need time to design and

implement. Nooghabi et al (2011) remarks that the lack of facilities for carrying out practical work, lack of space

for outdoor and indoor activities, and even no proper furniture, laboratories, and other basic equipment act as a

hurdle to implementing experiential learning. Difficulties in accessing experiential learning opportunities for

teachers to implement particularly in rural areas are very challenging because of the lack of basic resources

and facilities reports McDougal (2014).Nooghabi et al and Rani & Shivani (2021) emphasizes that the lack of

teacher’s knowledge about the latest skills, devices, innovations, and skills for practicum/practical tasks and

field visits, and any other experiential activity is a barrier in using experiential learning. Reddipalli and

Rajesh Babu (2018) highlighted that not all units are suitable to design based on experiential learning in terms

of the teacher's expertise. Singh & Shakir (2019) and Hossain (2021) remarks that providing ample opportunities

to teachers for their self-development and updating their knowledge and skills to the innovations will facilitate

experiential learning. Nooghabi et al (2011) & Mc Dougal (2014) highlights that lack of flexibility in the time

schedule, rigid rules, and regulations, and less coordination with community, villages, etc. also act as a barrier

for the smooth implementation of experiential learning in school.

From the above discussion, it can be concluded that several challenges are faced in implementing experiential

learning in true sense in class room transactions. Inspite of that experiential learning is useful in science learning

and it adds flavour to the education at secondary level.

Impact of experiential learning on development of HOTS

Experiential learning and HOTS are interconnected concepts that emphasize learning through active engagement

and Critical Thinking, analysis and problem solving. The AI overview research findings suggests that Students

learn by doing and engaging in hands on activities and reflecting on their experiences. HOTS enable students to

think critically, analyse complex situations, and solve problems effectively. Analysing information, evaluating

arguments, synthesizing ideas, and developing innovative solutions are examples of HOTS.

The findings further reveals that the content and opportunities for students to practice and develop HOTS. By

actively engaging in activities, students are naturally challenged to think critically, analyse information, and

solve problems. Study by Senapati &Selvam (2025) reveals that the there is strong effect of experiential learning

coupled with thinking-based learning (TBL) pedagogy in developing higher-order thinking skills among

students. Indah (2020) concludes that discovery Learning Model Increases the Critical Thinking Skill and HOTS

among Students of class XI. Pamunkeys &Widia Stuti (2019) studying on 21st Century Learning: Experiential

Learning to Enhance Critical Thinking in Vocational Education finds that the experiential learning in vocational

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education is effective in developing critical thinking among students. Artika & Nurmaliah (2023) concludes that

the habituation of HOTS-based science questions can effectively improve students' critical thinking. Mertayasa

et. al (2024) finds that the students engaged in experiential learning show increased cognitive activity, more

comprehensive participation, and high motivation to develop critical thinking skills. Koulouris (2024) studying

on Experiential learning fosters critical thinking and deep learning concludes that, through experiential learning

students are no longer passively engaged with lecture materials but are actively observing, analysing, and

participating through field education. Researches by Ranjan (2024) on how experiential learning helps in

developing critical thinking and problem-solving skills concludes that Experiential learning effectively develops

critical thinking and problem-solving skills by engaging students in active, reflective, and collaborative learning

processes.

From the above discussion, it can be concluded that experiential learning develops critical thinking. Very few

studies are there that are focussing on the effectiveness of experiential learning on the development of HOTS,

though some studies are carried on certain aspects of HOTS like analysis, problem solving and critical thinking

still further research need to be carried out in other aspects like creativity and evaluation.

Impact of experiential learning on development of Scientific temper

Experiential learning develops scientific temper by replacing rote memorization with hands-on activities that

foster a scientific method of questioning, experimenting, and reflecting. Both are intertwined; experiential

learning provides the practical, engaging activities that build the critical thinking and analytical skills essential

for a scientific temper.

This approach is more effective than traditional learning for building interest in science and creating a mindset

of curiosity and rational inquiry. Some studies on experiential learning and scientific temper reveals that

Experiential learning has impact on the development of scientific temper among the students. Some remarks that

aspects like critical thinking and scepticism towards superstitions gets improved when students do hands on

activities and engage themselves in Experiential learning. Chakraborty et al (2024) studying on Scientific

temper: towards an alternate model of science-society relationships argues that scientific temper is fostered

through a process-oriented, reflexive approach that is cultivated through direct engagement, rather than a top-

down deficit model. DPS Warangal in its Blog post (2024) on the topic how to develop scientific temperament

in students Cites curiosity and critical thinking, which are developed through experiential learning, as

fundamental to scientific temper. KVS RO Jabalpur, Blog post (2024) on developing scientific temperament

highlights that experiential, inquiry-based methods like experimentation, observation, and communication are

essential for cultivating scientific temper. Shiv Nadar School, Blog post (2021) describes that a scientific temper

from early childhood by encouraging curiosity, critical thinking, and a "hands-on, minds-on" approach involving

experiential learning activities build confidence in the scientific process, reinforcing a scientific temperament.

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ResearchGate (2021) on development of scientific temper through the Teaching of Science at Secondary Schools

Reviews various pedagogies that can help develop scientific temper, which includes healthy scepticism,

rationality, and open-mindedness. The study notes that methods involving learner participation and real-world

experience foster scientific temper. Kumar & Sharma (2019) studying on “Developing Scientific Temper in

School Students” found that project-based learning and inquiry-based science education significantly correlate

with higher levels of scientific temper. Das & Gupta (2021) studying on the topic Role of Science Museums in

Fostering Scientific Temper Concluded that interactive exhibits and hands-on activities in science museums are

effective in stimulating curiosity and a questioning attitude. Patel (2020) studying on effectiveness of workshops

on Promoting Scientific Temper concludes that training on scientific temper concepts and pedagogical strategies

led to positive changes in the scientific temper of students along with improved classroom practices and students'

attitudes.

From the above discussion, it can be concluded that experiential learning develops scientific temper. Very few

studies are there on the impact of experiential learning for the development of scientific temper among students.

some studies are carried on certain aspects of scientific temper like open mindedness, rationality, and curiosity,

still further research need to be carried out on other aspects like Respect for evidence, Honesty & integrity,

perseverance, and scepticism of scientific temper.

Experiential Learning & other Subjects

The effect of experiential learning on achievement in other subjects is also studied by taking some limited

number of studies. Gugale (2023) on the study effectiveness of experiential learning in History among CBSE

Secondary School students concludes that Experiential learning is effective for the understanding and concept

clearance of History for CBSE Secondary School students as students developed interest in the subject History

and their learning outcomes were improved. Karthiyayeni and Geethalakshmi (2025) studied on effectiveness of

experiential learning in developing attitude towards learning social science Among 9th Standard Students

concluded that attitude plays an important role as prerequisite in learning social science. Development of the

attitude of learning social science lies in the hands of parents, teachers, and students as well along with various

methods, The study also reveals that there is no significant difference between experimental group and control

group in attitude across and within different groups about their gender. Villarroel et al (2020) studying on

experiential learning in higher education describes that by following the phases and modes of experiential

learning, the students´ had a positive perception about the quality of their learning. Specifically, they valued the

opportunity to apply their knowledge, learn in greater depth, remembering it better, as well as being able to make

a concrete contribution, from the discipline, to solve a real problem. Kong (2021) on the role of Experiential

learning on students’ motivation and class room engagement reports that the learners are encouraged to think

logically, find solutions, and take appropriate action in relevant situations. The learners enthusiastically

participate in mental, emotional, and social interactions during the learning procedure within experiential

learning. study by Yakun et al (2022) On experiential learning: A view of the literature writes that the learning

experience is conducted by teachers in school to help students understand more about the subject concept during

teaching and learning. The study reveals that the learning theory introduced by Kolb helps more in the education

system to understand the environment and learning process. Study by Chopra & Lakshmi (2022) on effect of

experiential learning strategies on learning outcomes and interpersonal skills of senior secondary students in

relation to learning approaches revealed significant difference in learning outcomes and interpersonal skills of

experimental group in comparison to control group due to intervention of experiential learning strategies and

experimental group scored better in both dependent variables. Ramesh (2025) on Scientific Temper in Indian

Education System - A Historical Perspective Provides a historical perspective on scientific temper in India,

emphasizing its importance for promoting rational inquiry and evidence-based decision-making notes that

education is a key vehicle for promoting scientific temper in students.

From the above discussion, it can be concluded that experiential learning has impact on other subjects as well.

The experiential learning cycle can be followed in other subjects for the development of HOTS as well as

interpersonal skills.

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Recommendations for Future Research

Further research needs to be carried out on various aspects of scientific temper like creativity, evaluative

thinking, integrity aspects etc. so that the detailed and comprehensive ideas can be gathered on the usefulness of

experiential learning.

CONCLUSIONS

Most of the studies concludes that experiential learning has a positive effect on the achievement of science in

secondary stage but there is no mention whether such approach is developing higher order thinking skills or not.

Some studies categorically remark that experiential learning approach is essential for scientific temperament but

no such specific study is found that highlights whether experiential learning is effective or not in developing

scientific temper among secondary students. Almost no studies are found that gives a comparative analysis

between experiential learning and traditional pedagogies in similar contexts. Very few studies are there that are

focussing on the effectiveness of experiential learning on the development of HOTS as well as Scientific temper

among students and most of them are silent whether the experiential learning approach is developing all aspects

of higher order thinking skills or not. Though some studies are carried on certain aspects of HOTS like analysis,

problem solving and critical thinking, still further research need to be carried out on other aspects like creativity

and evaluation of HOTS, similarly in scientific temper some studies are carried on certain aspects like open

mindedness, rationality, and curiosity, still further research need to be carried out on other aspects like Respect

for evidence, Honesty & integrity, perseverance, and scepticism. As experiential learning is an emerging

pedagogy, further research must be carried on how experiential learning is effective in developing higher order

thinking skills as well as scientific temper among secondary students in science.

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