Through an examination of one undergraduate American history course at a large university in the southeastern United States via interview, observation and content analysis, we attempted to discern if the pedagogical methodology was relating to the students in such a way as to foster students' ability to construct meaning beyond simply…

Describes a study which compared the effectiveness of two teaching methods--the lecture method and experiential learning aimed at improving college students' topographic map skills. Subjects were 76 University of Georgia undergraduate geography students. (AM)