Describes Minnesota's approach to science education. The state has a history of "hands-on" science and a logical, sequenced middle-school curriculum based on common standards for all children that emphasizes creative thinking, inquiry, and experimentation. (LMI)

Two hands-on science activities for K-6 students teach them how to determine if something is an acid or a base. The activities require acid/base indicator juice, testing strips, and a base solution. A recipe for making them in the classroom using red cabbage and baking soda is provided. (SM)

Describes the planning steps and other practical considerations to establish successful trails, outdoor classrooms, or other environmental education improvements on school grounds. Steps include determining needs and methods for promoting projects, resources, site assessment, property lines, safety, and maintenance. Possible projects described…

Describes the efforts of two teachers to construct a pond and woods on school grounds. The teachers used specialized student teams for working on a wetland study and the building project. An advisory committee including teachers, the principal, and the custodian worked through maintenance issues. Relates teaching surprises associated with the…

An experiential practitioner discusses the foundations of his ethical perspective on challenge by choice--participant choice within adventure activities. These foundations include existential and experiential philosophy, leisure theory, and the adventure-based counseling model. The ethics of choice and informed consent is discussed in relation to…

The use of students' out-of-school experiences in science education is part of a wider problem related to the relevance of science in society. States that relevance in science education has not been systematically studied. (DDR)

Spirituality, even within traditional religious practices, can inspire environmentally aware lifestyles. To help this "green fire" burn well, experiential educators should acknowledge religious beliefs and practices and avoid perpetuating the modern spiritual-secular rift. A "critical experientialism" is needed when it comes to…

Tours of minority group neighborhoods show participants the effects of polluting industries that are disproportionately sited near them. The tours make people aware of this overt environmental racism and inspire them to take action. Such tours must be handled with tact, preferably by the affected communities themselves, to avoid voyeurism and…

Introduces a project in which students examined the physics, chemistry, and geology of radon and used available technology to measure radon concentrations in their homes. Uses the inquiry process, analytical skills, communication skills, content knowledge, and production of authentic products for student assessment. (YDS)

Provides information on civic education in Hong Kong, from colonization to decolonization. States that Hong Kong youth are apathetic in political and community affairs and addresses the resistance to national identify formation. Contends that civic education should be included in tertiary education and describes different civic education programs.…

Examines whether students who participate as public opinion poll interviewers derive any secondary benefits, specifically an alteration in attitude toward the local community. Finds that the polling experience produced no detectable changes in students' assessments of the community. Questions some forms of experiential learning. (CMK)

Describes the Marietta (Ohio) "Teen Teaching" program, semester-long courses that provide high school juniors and seniors with opportunities to explore teaching in music education. Discusses the activities of the Teen Teachers, who work with elementary and middle school teachers for two periods every day. (CMK)

Discusses a study of teaching methods used by university adult and continuing education tutors and how these methods were perceived and experienced by a sample of students. Findings indicate that role-playing, games, and simulation were infrequently used; students had negative opinions of more experiential methods; and students preferred…

Describes an activity in a learning how to learn (LHTL) graduate course at Northern Illinois University that involved attending a minor league baseball game. Through class discussion and experiential/participatory learning, the LHTL students gained greater insight into learning styles and the effectiveness of collaborative learning. (AEF)

Service learning benefits students of all academic abilities, particularly the gifted. Teachers should use the principles of good service, make service a requirement, encourage service experiences based on real needs, design interdisciplinary service courses, consider opportunities for social change, provide mentorships, reduce liability, and help…