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Showing 1 to 15 of 45 results Save | Export
Faux, Geoff – Mathematics Teaching Incorporating Micromath, 2007
In this article, the author argues that coordinate geometry and all its trappings should be banned from key stage 2 in English schools. To explain why he makes such a strong statement, he discusses geometry problems tackled by the Ancient Greeks, showing how meaningful problem solving can occur without the use of coordinates and the corresponding…
Descriptors: Geometric Concepts, Number Concepts, Geometry, History
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Ashton, Sam – Action Learning: Research and Practice, 2006
The purpose of action learning is to learn through devising solutions and strategies in response to problems and implementing them through deliberative action. To understand the relation between action and learning, learners and facilitators need sufficient understanding of both concepts, but they are handicapped by lack of adequate theory and…
Descriptors: Experiential Learning, Active Learning, Problem Solving, Cooperative Learning
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O'Neil, Judy; Marsick, Victoria J. – New Directions for Adult and Continuing Education, 1994
Action Reflection Learning uses group activities to develop critical reflection skills. Because learning takes place in teams working on real-world problems, it can lead to systems change and organizational capacity development. (SK)
Descriptors: Administrator Education, Adult Education, Corporate Education, Experiential Learning
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Beaty, Liz; And Others – Management Education and Development, 1993
Explores attitudes, values, and behavior needed to be an effective member of an action learning team, including group process skills and problem-solving approaches. (SK)
Descriptors: Experiential Learning, Group Dynamics, Group Membership, Interpersonal Competence
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Billett, Stephen – Studies in Continuing Education, 1996
Workplace learning is goal-directed activity shaped by the context and needs of a particular community of practice. Learning in the workplace includes close guidance by experts and distant guidance from other workers and the physical environment. The activities and the guidance are key components of the workplace learning curriculum. (SK)
Descriptors: Adult Education, Experiential Learning, Learning Activities, Learning Processes
Marsick, Victoria J.; And Others – Training and Development, 1992
Action-reflection learning (ARL) is a learning-by-doing alternative to expert-based training. In an ARL program, training becomes a project in which learning takes place while participants try to solve a work-related problem. The process is always conducted in teams. (Author/JOW)
Descriptors: Adult Education, Educational Strategies, Experiential Learning, Participative Decision Making
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Wildemeersch, Danny – International Journal of Lifelong Education, 1991
Distinguishes two types of learning processes: (1) learning from regularity--a linear model of problem, process, and product; and (2) learning from irregularity--adaptation to changing circumstances. Argues that these approaches lack an ethical or political dimension and advocates learning from responsibility or social commitment. (SK)
Descriptors: Adjustment (to Environment), Educational Objectives, Experiential Learning, Learning Processes
Prouty, Dick – Zip Lines: The Voice for Adventure Education, 2000
Creativity is valued increasingly in business and education. Humor, fun, and play take the brain from a cognitive, rule-bound state to a more fluid state where the whole body can work on a problem while the "thinking mind" is relaxed. Vignettes demonstrate how adventure education stimulates creativity through play, fun, humor, and…
Descriptors: Adventure Education, Creativity, Educational Environment, Experiential Learning
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Clark, Aaron C.; Ernst, Jeremy V. – Technology Teacher, 2007
The integration of science, technology, engineering, and mathematics content (STEM) has become a mainstream topic within educational systems. This paper discusses the technology integration model for education and the factors to be considered when taking into account technology education as a focal point of integrated curricula. These factors are:…
Descriptors: Educational Technology, Technology Integration, Integrated Curriculum, Engineering
Thomas, William G. – Personnel, 1988
Argues that management training is a cost-effective tool for improving company profit, innovation, and performance. Describes how large and small companies have implemented and used management training. (CH)
Descriptors: Adult Education, Cost Effectiveness, Decision Making, Experiential Learning
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Pogonowski, Lee – Music Educators Journal, 1987
This article maintains that critical thinking skills are developed through experiential learning that embraces both the affective and cognitive domains. Explores how experiential learning and critical thinking are related to musical problem solving, attitudes about teaching and learning music, and field observations. (JDH)
Descriptors: Critical Thinking, Experiential Learning, Higher Education, Music Education
Briers, Gary E.; And Others – Agricultural Education Magazine, 1989
Eight articles in this this theme issue explore aspects of supervised occupational experience (SOE) in agriculture: definitions, new directions, the value of SOE, experiential learning, the science of agriculture, production agriculture, hydroponic technology, and Future Farmers of America proficiency awards. (SK)
Descriptors: Agricultural Education, Agricultural Production, Awards, Experiential Learning
Flowers, Jim; And Others – Agricultural Education Magazine, 1992
Seven theme articles discuss the importance for vocational agricultural teachers to allow students to work through the solution to problems posed in classroom situations, learning and teaching styles, the Secretary's Commission on Achieving Necessary Skills report, the use of experimentation as experiential learning, and problem solving as the key…
Descriptors: Agricultural Education, Cognitive Style, Experiential Learning, Postsecondary Education
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Lohman, Margaret C. – Human Resource Development Quarterly, 2002
A literature review analyzed training designs in four professional development approaches: case study, goal-based scenario, problem-based learning, and action learning. Case study and scenario tended to foster single-loop learning and solution of well-structured problems; problem-based and action learning fostered double-loop learning and…
Descriptors: Adult Education, Case Method (Teaching Technique), Experiential Learning, Instructional Design
Braukmann, James R.; Pedras, Melvin J. – 1989
One challenge in today's society is to teach students how to solve problems and use the general education they acquire to arrive at realistic solutions. Techniques that cut across the curriculum and can be used by any university teacher to provide realistic experiences for students are discussed. Students need the same acquired skills in…
Descriptors: Experiential Learning, Faculty Development, Group Dynamics, Higher Education
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