Research projects conducted by faculty in STEM departments served as the inspiration for a new curriculum of inquiry-based, multiweek laboratory modules in the general chemistry 1 course. The purpose of this curriculum redesign was to improve students' attitudes about chemistry as well as their self-efficacy and skills in performing inquiry…

Red Deer College's (RDC) efforts to integrate learning skills into the college curriculum are described in three papers. First, Glynis Wilson Boultbee defines learning skills (e.g., listening, viewing, reading, memorizing, asking questions, preparing for and writing exams, taking notes, researching, problem solving, and writing); attitudinal…

A framework, based on the idea that social studies curriculum should be founded on conceptual understandings and processes drawn from the various social science disciplines, suggests how concepts and related generalizations from each of the disciplines may be used as initial building blocks for developing curriculum. The disciplines are considered…

Schools should help students develop daily living skills in addition to basic cognitive skills such as reading, writing, and figuring. Living skills are interpreted to include those skills which help students cope with rapid social change. Skills need to be taught on health and nutrition, safety and first aid, interpersonal relationships, family…

One of the major goals of the middle school is to help students gain and refine skills in the area of values clarification. One way of securing such value clarification is to plan and assign value sheets--carefully planned and written activities designed to elicit value clarification patterns of language usage from students. Six different formats…

The document consists of collected articles which provide information to teachers on constructing goals for K-12 social studies and developing learning activities which implement those goals. The project was undertaken in response to national interest in citizenship education and in an attempt to enable teachers to identify basic skills to which…

The guide outlines concepts central to the process of governance at local, state, and national levels. It is intended for use by junior high school social studies teachers as they develop and implement educational programs to help students understand governmental structure and functions and to develop skills in evaluating government strategies and…

Geography curriculum and examinations in European secondary schools are discussed. Intended as a research tool for use by educational planners and curriculum developers, the report compares geography teaching in 18 European countries by analyzing data from 1971 and 1974 questionnaires completed by educational officials of the Council of Europe.…

The booklet presents 15 articles describing innovative social studies materials and teaching techniques. It was designed to help classroom teachers develop and implement social studies programs at the elementary school level. The materials were developed by teachers in education programs at the University of North Dakota from 1968-77. The first…

The purpose of the paper is to stress the development of content-centered classroom activities useful for attaining values clarification and/or moral development goals. The objective is to help teachers understand the formulation of content-centered learning activities so that they will be able to plan and produce their own value sheets or moral…

Teachers and curriculum developers should organize cultural materials within a conceptual framework which explains how to classify the behavior of any cultural group. This would help elementary and secondary students in social studies classes learn about their own and other cultures. This conceptual framework must represent all major realms of…

To aid elementary school classroom teachers and others interested in developing humanistic education programs, the book suggests materials, resources, and activities which work toward humanistic goals. Humanistic education is interpreted as a process of helping people develop human potential. The book is presented in 13 chapters. Chapter I defines…

Focusing on skills and attitudes necessary for responsible action, the handbook describes responsibility education programs for students and suggests resources for promoting program development. Responsibility education is defined as a process which gives students enriched school-directed citizenship experiences. Responsibility education…

The document was designed by school districts in New York State as an aid to educators as they develop humanistic in-service staff programs, curricula, and learning experiences for students in grades K-12. Major objectives are to help students reason, modify their conduct to meet new situations, develop self-awareness, integrate learning from…

Developmental education can help college-level curriculum planners identify competency objectives in social sciences, humanities, and the natural sciences. Developmental education is interpreted as learning that helps an individual develop the abilities necessary for pursuing personal and social goals. Abilities, differing at each stage of human…