Offers a real problem for students with younger siblings that uses a board game and illustrates the use of modeling and simulation. (ASK)

Claims that computer games have little educational value, are antisocial, and classroom time should be spent on more worthwhile pursuits. Argues that computer games are not literary texts in that they cannot inform students of their cultural heritage, provide an opportunity to respond to ethical questions, or deal with significant and lasting…

Evaluated the effectiveness of an educational game, "The Prosthodontic Olympics," to improve the speed of dental students in their performance of selected laboratory procedures. The students race to complete a procedure which is then judged for quality. Evaluation indicated participants increased their speed by as much as 50 percent without…

Describes a teaching technique of playing BINGO to simple alkane nomenclature and many possible variations. (WRM)

Describes the history of the Physics Olympics, a set of a dozen physics-related competitions for high school students roughly modeled after a track meet. (WRM)

Introduces an interscholastic social studies competition designed for high school students by teachers at Sydney High School (Ohio). Briefly describes the game and the success that it found with regional high schools. Offers information for those interested in adopting the competition for their own local schools. (DSK)

Presents a game in which students are told to say 'Fizz' on multiples of two and 'Buzz' on multiples of three while the teacher proceeds to count upward by one. (ASK)

Presents a series of simple and inexpensive hands-on activities with a host of extension lesson ideas that can be used to actively introduce students to the scientific theory of evolution. Lessons are designed to thwart common student difficulties. Classes are structured around a predator-prey simulation game that creates a springboard for…

Investigates the potential of 11 traditional play activities in a nursery classroom for contributing toward the development of sociability and cooperation in children. Findings suggest four elements characteristic of cooperative play: (1) communication of imaginative ideas; (2) interactive, activity-related dialog; (3) problem solving; and (4)…

Suggests six characteristics of mathematical play. Analyzes the problem-solving process for the Six Circles and observations of students solving calculator and integration problems in relation to theories of play and cognitive gain. Discusses some difficulties of implementing a 'play' approach in the classroom and proposes further research…

Describes a technique using two cooperative learning strategies, Student Teams-Achievement Divisions and Teams-Games-Tournament, to teach science. Students are assigned to teams of three or four and compete against each other during the course of the school year. This competition is a unique way to motivate students at any level. (SAH)

A Clark Atlanta University (Georgia) program to train college students for broadcasting the 1996 Olympic Games has met with mixed reviews. While most of the program's 700 graduates have received offers to perform technical jobs for the games' broadcast, some found the program poorly designed, building construction work distracting, facilities and…

Examines the relationship of team cohesion, participant attitude, and performance expectations to actual performance results in a simulation competition. Findings indicate a strong relationship between beginning team cohesion and performance expectations and final game performance, but little relationship between beginning participant attitudes…

Stresses the importance of planning ahead for rainy day activities at camp. Suggested outdoor activities include learning to build a fire in the rain, dam building, canoe puzzles, and holey garbage-can fill; indoor activities include crafts, pass the present, human game pieces, and opportunities for cabin groups to plan and host a fun activity.…

A learning activity designed for an Association of Experiential Educators workshop asked participants to lead their group through a maze symbolizing the obstacles and frustration encountered when implementing experiential education programs. Includes goals, set-up, sample presentation, and suggestions for debriefing participants. (LP)