This book seeks to locate the essence of adult experiential learning, a central phenomenon in adult education. Chapter 1, The Theme of Adult Experiential Learning in Research, addresses theory building in adult education and developing a deeper understanding of adult experiential learning. Chapter 2, Theoretical Underpinnings and Methodology,…

Based on collaborative learning theories, this qualitative study describes seven adult students' experiences of learning in a context of synchronous computer-mediated communication within a distance education environment. The setting was an 8-week, Internet-based undergraduate/graduate sociology course sponsored by Indiana University Purdue…

Interesting and rewarding questions arise around the issues of teaching and learning in higher education classrooms when the right questions are asked. When the focus of teaching and learning is on the teacher, certain questions are asked. For instance, what is the quality of the knowledge that the teacher transmits to students? Another set of…

This paper discusses the development of a syllabus for elementary-level college courses in the Japanese language, with a focus on course purpose, objectives, learning materials and resources, setting, learning activities, testing, and other considerations. It examines the characteristics of students who take elementary Japanese courses and reviews…

In the early 1960s, European adult educators developed a new theoretical model of adult learning called "andragogy." In 1968, Malcolm Knowles introduced the concept of andragogy into U.S. adult education literature and identified four primary assumptions about adult learners: adults become increasingly independent and self-directing;…

Discusses psychological applications for science curriculum and instruction, addressing difficulty in learning science (Piagetian theory); meaningful learning (reformulation, application, making use of prior knowledge, learner involvement); value of practical work (acquisition of skills, enhancing learning, motivation); and affective aspects…

In this critique of "Time to Learn," a publication dealing with the Beginning Teacher Evaluation Study, the reviewer argues that time spent on a task is not an adequate measure of instructional quality or relevance. Other limitations of the book and of the study are discussed. (PP)

Philosphical principles provide the context for the Soviets' psychological theory (in particular, the "zone of proximal development" concept); this theory then shapes psychoeducational practice. (GDC)

Describes the three phases of the development of the pilot project on science concepts learning which was designed to be implemented nationally by the participating countries of the Southeast Asian Ministers of Education Organization (SEAMEO). (HM)

Defines the Scaffolding Reading Experience as a reading improvement technique that incorporates prereading, reading, and postreading activities. Discusses how this can be used in social studies classes and provides specific examples from an 11th-grade U.S. history class. Includes a list of optional activities and teaching suggestions. (MJP)

Outlines the basic precepts of the case method, details the sources of cases in geography and how to teach them, and evaluates the relevance of the case method in teaching and learning geography. Argues that the case method is an interactive learning approach that promotes student discussion and experiential learning. (MJP)

Examines the impact of feminist theory on instructors and students of early childhood education. Finds that content and pedagogy together impact the classroom by emphasizing participatory, nonauthoritarian, and experiential teaching techniques and subjective, student-centered learning. Reviews research on the phases of feminist teaching and…

The activities of a literacy project are described as examples of social constructivism. The role of social and dialogic interactions of teachers and students in literacy communities in which the production, rather than the reproduction, of knowledge is the goal of the instruction is emphasized. Examples of teacher and student dialog are provided.…

Describes a classroom exercise that uses a computer simulation to give students a rat's-eye view of a maze. The students call out instructions for navigating the maze. A follow-up presentation examines two theories of learning that explain why the students' are successful in their second navigating attempt. (MJP)

This study reports a new analysis of data on children's ideas about direct current (DC) electrical circuits. The analysis is theoretically informed by Piagetian stage theory of genetic epistemology. The limits of the genetic epistemology are discussed. (KR)