Although the Great Flood of 1993 has dramatically reminded us never to take rivers for granted, it has also underlined the need to learn more about rivers and the environment in general. Rivers Project, an interdisciplinary high school curriculum, allows science, social studies, and English teachers to integrate curriculum in a way that encourages…

SMART (Science, Math, and Relevant Technology) Connections, an afterschool offshoot of a program addressing the scarcity of women in science, provides low-income children and children of color, both boys and girls, with hands-on science experience. Efforts continue to be made to ensure that the program works equally for boys as for girls. (CJS)

Assesses effects on student performance and retention of efforts to enhance learning in two introductory accounting courses through more opportunities for active learning, more frequent feedback on student progress, and better standardization of student performance evaluations. Reports improvements in student performance but no change in…

Delineates five elements of global education curriculum for planning and implementing the elementary social studies curriculum. Provides a sample lesson from the Democratic Classroom Interaction Model that uses art activities and allows students to practice social interaction skills. States that the lesson illustrates a way to integrate global…

Describes Maine's GAIA (Greek goddess of the earth) Crossroads Project. Elementary and secondary students prepare maps of local land and water resources from computer analyses of satellite images of the coastline. Students mix technology and environmental awareness, learning they can control their future by advising the townspeople on development.…

Describes a number of student-focused laboratory exercises that are inexpensive, yet show the scientific character of archaeology. Describes the environmental laboratory exercise which includes the following analysis topics: (1) pollen; (2) earth core; (3) microfaunal; and (4) microwear. Describes the ceramic laboratory which involves…

The design and broad implications of the suggested Canadian multidimensional core French curriculum are outlined. The curriculum consists of four syllabi (language, communicative/experiential learning, culture, and general language education), and its key to success is the integration of the various syllabi contents. (Author/MSE)

Four activities which illustrate the use of manipulative materials and computers in problem solving at the elementary level are presented. Each activity discusses large group activity and a computer activity. (CW)

This article addresses the evaluation of new British programs designed to bring more experiential and active learning into the higher education curriculum. Some of the difficulties of assessing these programs are examined and political influences on evaluation are discussed. (MSE)

Reports that students who might be bored or intimidated by economic geographic theory become enthusiastic when they can apply it to their own experiences. Describes a class project involving fieldwork and in-class analysis on delineating the retail trade area of a small Ohio city. Includes three maps and mathematical formulae for data analysis.…

The process used in Papua New Guinea to integrate national and district health planning in a decentralized setting is described, highlighting the key elements of participation, learning by doing, and integration. The importance of this three-pronged approach for program development and application is discussed. (SLD)

Discusses the following questions: (1) What is hands-on science? (2) What does it mean to be engaged in hands-on science activities (HOSA)? (3) How can teachers tell good HOSA? (4) When is a good time to use HOSA? (5) What can students learn from HOSA? (6) What assessment techniques will help teachers understand what students are learning? (PR)

Effective corporate adventure training programs: (1) develop parallel structures between the adventure experience and the workplace (context); (2) consider how the learning will address a company's future needs (continuity); (3) provide learners with valid information and feedback on their actions (consequences); and (4) create physically and…

Describes a teaching approach that uses actual landowners and their forest lands to create real world management planning experiences for senior forestry students. Using land currently managed by natural resource professionals allows the instructor to compare student plans with professionally prepared plans. (MDH)

Presents the following guidelines to consider before, during, and after hands-on inquiry: (1) plan and prepare; (2) create problem intrigue; (3) give students the responsibility of solving the problem; (4) offer feedback and guidance; (5) debrief; and (6) anticipate, prevent, monitor, and adapt. (PR)