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National Aeronautics and Space Administration, Washington, DC. – 2000
Space Shuttle Glider is a scale model of the U.S. Space Shuttle orbiter. The airplane-like orbiter usually remains in Earth orbit for up to two weeks at a time. It normally carries a six- to seven-person crew which includes the mission commander, pilot, and several mission and/or payload specialists who have specialized training associated with…
Descriptors: Aerospace Technology, Elementary Secondary Education, Experiential Learning, Science Activities
National Aeronautics and Space Administration, Washington, DC. – 1998
The International Space Station (ISS) will provide the world with an orbiting laboratory that will have long-duration micro-gravity experimentation capability. The crew size for this facility will depend upon the crew return capability. The first crews will consist of three astronauts from Russia and the United States. The crew is limited to three…
Descriptors: Aerospace Technology, Elementary Secondary Education, Experiential Learning, Science Activities
Shepard, Blythe; Shoop, Else – 2003
The task of making a career decision can seem daunting for many young people. Careers do not always follow a straightforward, logical trajectory, and chance events can define or change the course of one's career path. Youth may benefit from a learning environment designed to guide the imagining and inventing of their future. A wide range of…
Descriptors: Career Counseling, Career Exploration, Constructivism (Learning), Counseling Theories
Roberts, T. Grady – 2003
"Experience and Education" (John Dewey, 1938) serves as a foundation piece of literature when discussing experiential learning. To facilitate a better understanding, a conceptual model was developed. In John Dewey's experiential learning theory, everything occurs within a social environment. Knowledge is socially constructed and based on…
Descriptors: Educational Theories, Experiential Learning, Higher Education, Outcomes of Education
Stenger, Tammie; Ryan, Beth – 2000
Group processing after an outdoor experience provides feedback and the opportunity for critical reflection, which can enhance the benefits of the experience. This paper outlines some common problems in processing and suggestions to help outdoor leaders improve their facilitation skills. Common pitfalls that hinder effective processing include…
Descriptors: Experiential Learning, Feedback, Group Discussion, Group Dynamics
Simon, Mark – 2003
The 1964 Wilderness Act was legislated to protect and maintain a portion of the nation's remaining wild areas as they were during pre-settlement times. In part, the intent was to provide the opportunity for primitive forms of recreation in surroundings where wilderness can be experienced on its own terms. However, overuse and related resource…
Descriptors: Attitude Change, Camping, Experiential Learning, Land Use
Ball, Matt – 2001
Outdoor education is often delivered through games and activities such as nature hikes or observing an ecosystem within a 1-foot circle on the ground. Often, participants look closely at the earth only for that brief moment. Wilderness survival is another way to teach about the outdoors. It offers skills that encourage participants to become more…
Descriptors: Discovery Learning, Educational Strategies, Environmental Education, Experiential Learning
Maine Univ., Orono. Cooperative Extension Service. – 1995
This leader's guide explains an outdoor environmental education program for youth, based on a child's natural learning progression: sensitivity and awareness, understanding and appreciation, and commitment and action. Chapter 1 discusses how to teach in the outdoors, including field trip planning and preparation, discipline tips, and suggestions…
Descriptors: Ecology, Environmental Education, Experiential Learning, Leaders Guides
Capra, Fritjof; Comnes, Leslie; Cook, Esther; Hawkins, David; Jackson, Wes; McCullough, Yvette; Waters, Alice – 1999
This document introduces the Edible Schoolyard Project (ESP) in which students create a garden, watch it grow, and develop a bond with nature. Chapters include: (1) "Implications of the Edible Schoolyard Project" (Wes Jackson); (2) "A World of Possibilities" (Alice Waters); (3) "The Garden Experience" (David Hawkins);…
Descriptors: Agriculture, Experiential Learning, Gardening, Nutrition
Mourad, Teresa; Watkins, Carolyn – 2002
This directory, organized by region, lists sites and resources for environmental education programs in Ohio, including details of the programs, the services they offer, and the audiences they serve. The directory also includes details related to arboretums and gardens, camps, nature centers and preserves, museums, parks, zoos, environmental…
Descriptors: Educational Resources, Elementary Secondary Education, Environmental Education, Experiential Learning
Peer reviewedDumpleton, John; Chapman, Phyllis M. – Mathematics in School, 1973
Descriptors: Elementary School Mathematics, Experiential Learning, Inservice Teacher Education, Instruction
Peer reviewedBolster, L. Carey – Mathematics Teacher, 1973
worksheets are presented in which students connect the midpoints of the sides of triangles and quadrilaterals and record measurement data of segment lengths to derive relationships. (JP)
Descriptors: Experiential Learning, Geometric Concepts, Instruction, Instructional Materials
Peer reviewedTanis, Elliot A. – Mathematics Teacher, 1973
Descriptors: College Mathematics, Experiential Learning, Instruction, Mathematics
Peer reviewedCiotti, Joseph E. – Mathematics Teacher, 1974
Descriptors: Analytic Geometry, Experiential Learning, Graphs, Instruction
Peer reviewedCox, Bernard – Geographical Education, 1973
To bring everyday life into the classroom, curriculum content and pedegogical practices must be amended.. The idea that discovery learning can enhance the curricular relevance of geography is supported by the nature of geography as a discipline and by educational studies. (JH)
Descriptors: Discovery Processes, Experiential Learning, Geography, Geography Instruction


