The task force report on the culture syllabus, one of four syllabi in the recommended new Canadian core French curriculum, reviews literature and present practice, outlines syllabus objectives, lists content, and suggests a scope and sequence and methodology. Notes on integration with other syllabi, teacher training, and evaluation are included.…

An inquiry-based high school science class was developed to create a learning environment that would facilitate the development of scientific talent in students in a comprehensive high school. The class was designed to motivate students to pursue a sophisticated, substantial, independent scientific investigation over 2-3 years. (JDD)

Describes a 3-week study tour of Egypt and Greece by 15 geography teachers, 15 students, and 5 administrators during summer 1992. Discusses nine processes that were used to provide structure for the trip's events. Concludes that a geography teacher's task is to evoke in students the spirit of the traveler. (CFR)

Describes how a cooperative group project has become a foundation of the first two years of a three-year program in college-level geography. Discusses the origin, development, and topic selection for each of the cohort groups working in the program. Asserts that the program has been favorably received by both students and faculty members. (CFR)

The Learning Cycle Model presented is an attempt to build an articulated sequence of instructional activities that foster in-depth understanding of a complex natural phenomenon through many direct experiences that include student-generated inquiry, involve student-generated explanation and interpretation, and enrich the developed network of ideas…

An outdoor educator whose teaching position and field center were eliminated reflects on the importance of publicizing the value of outdoor education in developing ecological understanding and promoting student connection with the natural world, both of which are essential to learning to live a sustainable lifestyle. (LP)

Argues that student field trips should provide students with learning experiences rather than entertainment. Gives examples of science demonstrations that engage the student in the scientific process using hands-on experiences. (MDH)

Reports on a field trip by secondary school history students to Fort Malden National Historic Site in Canada. Describes the use of primary sources and battlefield sites to help students understand historical perspective and interpretation. Includes discussion questions for students and recommendations for implementation. (CFR)

Explores emotional and spiritual bonds to the land as they are expressed through poetry, song, or visual arts. Describes four principal components of a sense of place, based on conversations with the Chipewyan Dene and Caribou Inuit (natives of the Thelon Game Sanctuary in Canada's Northwest Territories) and various forms of experiential learning.…

Proposes that students learn about their environment by taking field trips into their own schoolyard. Students observe, classify, hypothesize, infer, predict, and measure aspects of the schoolyard. Engages the students in discussion to process their experiences. (MDH)

Maintains that the need for music educators to provide services for adult learners is increasing. Discusses modifying music teacher education programs to meet this need. Reviews theories of developmental education and the special needs and concerns of older learners. (CFR)

The director of Northwestern University's Institute for the Learning Sciences describes software that creates simulated environments in which learners focus on skills rather than facts. Also addressed are learning motivation and learning style issues. (SK)

Describes a program to bring farm animals into the classroom. Topics discussed include using the senses, health and safety for both children and animals, and rewards of using animals in special situations. Talks given include "Similarities and Differences of Living Things"; "From a Sheep to a Ball of Wool"; and "Food from…

Describes evolution and structure of the four-year leadership curriculum at Southwestern College (Kansas), whose model promotes personal development, interpersonal growth, and service leadership through class work, field trips, conferences, and practical experience. Students work on projects throughout the program as teams, mentored in the early…

Resident outdoor environmental education (ROEE) is a camp-based extension of the classroom for two to five days, promoting student independence, interpersonal skills, and ecological awareness. Advantages and disadvantages of the "camp as innkeeper" and full program-provider models are given. Program development guidelines cover expenses,…