Here, we argue that action learning (AL) has been evolving into different variations, whose respective advocates appear to concentrate on one of the several components inherent in Revans' formulation of AL as L = P + Q. They do this--sometimes inappropriately--to the virtual or relative exclusion of other aspects, and this has consequences for the…

A multidimensional organization of hands-on science is described. Inquiry, structure, and experimental dimensions are used to define and classify hands-on lab activities. The outcomes from the three different types of hands-on activities are discussed. (23 references) (KR)

The purpose of this paper is to articulate the relative meanings and values of various forms of subject matter. The paper first constructs a synthesizing definition of subject matter. All subject matter is conceptual in nature and is composed of words or statements concerning objects and events of the world which are to be taught and learned. The…

A Piagetian framework is provided for understanding patterns of cognitive growth and their relation to early reading achievement among kindergarten children. Reference is made to relevant research, including recent Piagetian interpretations of prereading, language, and logical thinking. Instructional strategies are offered to guide kindergarten…

A model of three types of experiential learning is presented, showing significant differences in learning objectives, designs, and means for evaluation among them. Emphasis is noted on the importance in program design of clarity regarding matching experiential learning type with specifically identified objectives. (Author/MLW)

Service-learning has drawn largely on a few major theorists for theoretical support. Additional theoretical perspectives drawn from cognitive psychology and social theory can also contribute, including constructs of concept formation, selective perception, categorization, critical reflection, and mediated learning. Each of these helps to explain…

Examination of newer technology education materials reveals two recurring themes: one relates to curriculum content, familiarizing students with technology, and another to a technique of classroom instruction, i.e., problem solving. A problem-solving framework for technical education has the following components: (1) define the problem; (2)…

Care must be taken to ensure that students in teacher preparation programs are prepared to benefit maximally from field experiences. A curriculum that provides prerequisite knowledge, contrived teaching experiences on campus, proper sequencing of experiences, and balance between formal instruction and field experience is needed. Clinical and…