Identifies experiential learning as an exceptional method for improving citizenship education. States that experiential activities are powerful motivators for high school students, they should be available to all students, and the needs of special populations (recent immigrants) be recognized. Advocates incentives for social studies achievement,…

Describes a student teacher's experiences using a classroom simulation to teach fifth graders about the world of work. Summarizes the economic concepts and principles that were illustrated through the simulation of a candy factory. Discusses student activities and reporting in the five-six day lesson and includes a list of resources for teaching…

The study examined the relative effectiveness and efficiency of general case in vivo and general case simulation plus in vivo training in teaching six students with moderate and severe disabilities to purchase items in fast-food restaurants. Although both strategies led to reliable performance in nontrained settings, the in vivo instruction…

Recognizing adults' prior college-level learning requires a substantial investment of faculty time to identify learning outcomes and standards of performance, but the benefits are great for students and faculty alike. (Author)

Presents a hands-on activity to help primary, intermediate, and advanced students learn about and compare the general characteristics of reptiles and amphibians. Suggests "herp stations" to provide experiences. Details materials, background and procedures necessary for using this activity. (CW)

Outlines model of experiential learning process based on personal construct theory. Suggests that, through sensitivity training, participants' construct systems become modified, either by defining constructs to understand self and others, or by incorporating new themes into the construct system to provide broader understanding of interpersonal…

Describes some art activities for early childhood that also teach about science. Expresses concern that young children operating in a three-dimensional world are often expected to translate their world onto a flat sheet of paper. (TW)

Discusses some of the variables involved in the development of five environmental education days by the Delaware Valley (Pennsylvania) Middle School. Recounts some of the ways that support was generated for programs from school administrators and community resources people. (TW)

Notes some of the conflicts between the use of hands-on science curricula and standardized testing. Discusses the state of testing and the state of science education with regard to the tests. Describes some promising developments in assessment in science education. (TW)

Describes some of the characteristics of various reptiles. Contains teaching activities including making reptile number books and identification keys, flip-ups about cobras, puzzles involving graphing, and group presentations. Includes reproducible handouts to be used with some of the activities. (TW)

Discusses two principles of the experiential learning approach as it pertains to English-as-a-second-language instruction in Canada: (1) learning is an emotional experience that entails personal investment; and (2) to learn is to change. (Author/CB)

As student populations change, so do the students who volunteer for cocurricular activities. The challenges for campus activities organizers include recruiting older students and providing adequate rewards for volunteering. Students can be attracted by emphasizing the job-related aspects of volunteer jobs or offering course credit. (MSE)

Explains an experiential approach used to teach a course in state and local government at Unity College in Maine. Outlines course requirements and activities, which include field trips to the state capitol, research on current issues, and interviews with state and local officials. (JHZ)

Gives the viewpoints of a graduate student in experiential education on topics such as reasons for choosing a career in experiential education, academic status of the field, prospects for employment and salary, and personal and political philosophy related to this career choice. (JHZ)

Describes an attempt to develop appropriate career skills through the design of a balanced cross modular assignment program and individual cross modular assignments. Explores difficulties associated with development and assessment of such skills. (Author/CH)