Encourages educators to use participation projects to develop active, socially concerned citizens. Views school as a place where students learn to negotiate problems and issues of society. Provides examples of projects where students and teachers plan integrated units using social studies as the basis for teaching. (NL)

Presented are lessons which bridge the gap between concrete and abstract ideas by introducing students to the valuable idea of scale as it relates to space science. Included are information and activities on relative size, position, and orbital patterns of planets using mathematics to construct models. (RT)

Summarizes the capabilities of a computer program related to forest fertilization. Provides a description of input parameters, some sample exercises, software specifications, and availability information. Additional references are listed. (Author/RT)

Discusses the diversity of rain forest life, the adaptations of rain forest plants and animals, and ways these organisms interact. Includes activities on canopy critters with a copyable sheet, rain forest revue, design a plant, and jungle sleuths. (RT)

Describes two simple procedures allowing students to experiment with living membranes and to relate their results to fundamental membrane structure. Provides instructions for determining the effects of temperature and organic solvent stress on cellular membranes, and spectrophotometric analysis. (RT)

Describes a kangaroo simulation which can be adapted for use with radio tracking activities for other animals. Outlines procedures and information to help implement the activity. Provides a map of Australia, calculations, and sample kangaroo movement data. (RT)

Finds that, among 134 rural fifth graders exposed to a 2-week environmental education program, hands-on classroom activities eliminated pretest racial differences in environmental attitudes, but a field trip did not. Suggests similarities in the negative environmental attitudes of rural and urban non-White populations. Contains 15 references. (SV)

Examines need for realignment of outdoor experience into non-competitive mode, suggesting similar changes in outdoor leadership training. Develops training model from experts' ideas of important components of outdoor leadership training. Applies model to four-year North American university program. Recommends program model for scrutiny and…

Examines value of higher education field studies. Describes agricultural field programs in California and Sri Lanka, examining relationship of classroom work to field work. Details students' reflections. Emphasizes experiential learning as valuable for both student and teacher. Concludes field work fosters realistic, meaningful interpretations of…

Describes the use of the polygenic trait of total fingerprint ridge count in the classroom as a laboratory investigation. Presents information on background of topic, fingerprint patterns which are classified into three major groups, ridge count, the inheritance model, and activities. Includes an example data sheet format for fingerprints. (RT)

Describes an interdisciplinary approach to science learning in settings usually associated with the humanities or social sciences. Explains the program, its rewards and results, the self and identity seminar, why the program works, and ways of adapting the program. (RT)

Explains a lesson in which the scientific method is used as a teaching strategy. Discusses when this approach can be used, the interdisciplinary method, and sample science concepts that can be appropriately taught this way. (RT)

Explains the development of a science program which was initiated to help students, parents, and other teachers appreciate science. Provides a list of materials needed, procedures, questions, and objectives for performing two of the 30 activities used in the project. (RT)

Explains a state standardized science program evaluation system that includes hands-on activities. Explains the syllabus, workshops, purpose of test, test features and its component parts including sample questions. (RT)

To develop students' abilities to reason with mathematics and apply mathematics to problem solving are abetted by building on their personal experiences, integrating the curricula, and designing learning activities that require students to write or speak about mathematics. Using an integrated approach is discussed and examples are included. (MNS)