Coverage of heritage and archeology in formal education is typically limited. These subjects are typically taught through specific and anecdotal activities that do not respond to a specific methodological foundation. School-museum relationships offer numerous benefits for design participation experiences with long-term perspectives in conducting…

The School of Cultures, Languages and Area Studies at the University of Nottingham hosted the fifth annual conference in the "Innovative Language Teaching at University" series. Under the heading "Enhancing participation and collaboration" the conference, organised by Cecilia Goria, Oranna Speicher and Sascha Stollhans, took…

The articles in this report describe how field work, which is highly relevant to modern research and theory, can be used to improve geographic instruction at several instructional levels. Chapter one places the role of field work in geographic instruction in the broader context of contemporary theories of learning. The second chapter describes an…

In this paper the author relates her experiences as an advisor to elementary school teachers on the subject of building curriculum. The philosophy expressed in her narrative is that learning begins when children seek the answers to their own questions and that curriculum can be developed out of children's immediate environment. The teacher must…

The booklet describes a social studies field study seminar which utilizes a direct experiential approach to increase high school student comprehension of federal and international politics. The first chapter explains the objectives of the seminars; the second and third chapters discuss the two major seminars which build upon previously taught…