Describes experiential learning exercises used to explore research in the nursing curriculum. Exercises are linked to clinical placements and opportunities for discussion and critical reflection are provided. (SK)

An Australian rural extension center used a training approach based on adult learning principles and action learning. Action learning was applied daily in residential courses, weekly in development of work-based learning projects, and on a subject basis over 3-4 months. (SK)

Examines the methodology and findings of the emergent environmentalism research project as reported in Environmental Education Research v4 n4. Challenges the ontological stance implicit in the research as well as explicit epistemology. (Author/CCM)

Assesses selected examples of research on significant life experiences. Compares the ways in which these studies use retrospective accounts of experience with autobiographical approaches to curriculum inquiry that have been informed by phenomenology and hermeneutics. (Author/CCM)

Describes the Marine Discovery Center (MDC) which emphasizes conservation of the marine environment, adaptations and features of various creatures, and the discovery of marine creatures in their habitat. (CCM)

Explores ways to cultivate acceptance of the aesthetic and the imaginative in curriculum development and teaching through exposure to poetry, art, music, and literature. Encourages open, playful approach to student learning. (PKP)

Discusses the need for training to be learner-centered and meaningful to the adult learner and explains that andragogy requires learning to be experiential with immediate application, consequence, and participation. Emphasizes knowing the learning and working styles of participants, discuses training efficiency, and suggests that online training…

An action learning program was implemented by a manufacturer using lean production practices. Action learning practices were accommodated during times of stability, but abandoned in times of crisis. The meaning of work in this organizational culture excluded all practices, such as reflection, that were not visible and targeted at immediate…

High school technology education students (n=71) were assigned either to 3 experimental groups (integrating math, science, technology, and hands-on experiences) or 3 comparison groups (similar content lessons, workbook exercises). The experimental groups did not have significantly higher learning gains, better perceptions of connections among…

Advocates alternatives to lectures for developing hands-on, interdisciplinary industrial technology practitioners. Discusses the efficacy of contextual methods such as cooperative, cross-functional, and experiential learning. (Contains 24 references.) (SK)

A workshop for Australian nursing students used simulation to impart information about illicit drug use and enhance nurses' ability to care for patients who use drugs. Simulations challenged attitudes, beliefs, and stereotypes and expanded students' knowledge about health promotion and patient care. (Contains 18 references.) (SK)

Assesses whether storytelling and argument analysis are viable elements in experientially based teaching and considers how they mediate the processes of learning and action. Concludes that they are viable techniques that facilitate multiple perspective taking and negotiation and help in the creation of intelligible solutions in joint actions with…

Creates an advanced biochemistry laboratory course that focuses on the development of experimental design and troubleshooting skills which provide students with the opportunity to design and evaluate their own experiments through semester-long independent projects with a common theme. Indicates that students were often frustrated but felt that the…

Most children require experience for effective environmental education and informational literature is not the most effective means. Uses stories to provide experiences in learning leading to inquiry in teaching and fostering the student imagination. Makes suggestions for the story selection process. (YDS)

Reports on the implementation of a problem-orientated undergraduate medical curriculum that emphasizes experiential learning and the mastering of practical skills. Finds that attitudes, knowledge, and skills are interrelated and contribute to an enhanced process of learning. (Author/MM)