The authors discuss their experiences as developers and implementers of a team-taught class in applied science and technology for low-achieving junior high school students. (CH)

Considers nature of debriefing, its central importance in experience-based learning, and its relationship to briefing, as well as debriefing's purposes, their relationship to different types of knowledge being processed, and various ways to organize the process. Suggestions to make the debriefing experience more effective are presented. (MBR)

Advocates the use of active learning experiences in introductory sociology classes. Describes the use of an active learning module and reports results of students' learning. Concludes that students in the active learning condition did worse on a concept/definition test, but performed better on subjective measures of sociological thinking. (JDH)

Discusses a study which sought to determine the effects of gender on test scores from participants of a week-long environmental camp. An analysis of three years of data of student attitudes, knowledge, expectations, and perceptions indicated that females were lower on knowledge pre-tests but made greater gains between knowledge tests. (ML)

Describes a course for nonscience students which aims to teach quantitative modes for investigating natural phenomena by specific oceanographic applications to Long Island Sound. Highlights aspects of the course's lecture series and field study program. Identifies resources needed for the course and discusses problem areas and student evaluation.…

Provides a description of a concentrated four-week term course that provided students with opportunities of association with applied science and engineering professionals. Reviews the program's organizational structure, project requirements, and summarizes students reactions to the course. (ML)

Describes a technical writing course built around student-designed projects. Argues that the course allows students to address worthwhile problems and to research and present their material in proposals, feasibility studies, research reports, and other appropriate forms. (SRT)

Discusses the postexperience analytic discussion process as a follow-up to simulations and games that teach students about real world experiences within the structural confines of the classroom, offers a conceptual framework for thinking about the process, and examines roles taken by students and teachers in relation to one another. (MBR)

Discusses three images of English language teaching (ELT) which seem to exist in society and which may find their way into the classroom and subtly influence the attitudes and behavior of the ELT instructor. (Author/SED)

An evaluation of two inservice courses in human relations for teachers obtained data from structured diaries kept by participants before, during, and after the course, and follow-up interviews. Results indicate that teaching is a stressful activity, and the two experiential courses enabled participating teachers to alter behavior and reduce…

Outlines role and sources of simulations and discusses use of adults other than teachers (AOTs) in the classroom in Great Britain's School Curriculum Industry Project. Arguments for using AOTs, a model that delineates role of AOTs in simulation use, and case studies illustrating project practices in this area are presented. (Author/MBR)

Summarizes several recent studies dealing with field instruction of environmentally related topics, reviewing research findings related to student cognitive gains and attitudinal change. Also provides suggestions for sources of assistance for teachers in field instruction planning and implementation. (ML)

Describes an educational experiment conducted at Miami University where graduate cable management seminar students were given hands-on experience in developing programming ideas and producing programs for a cable television channel. Learning objectives, evaluation methods, and faculty and on-site supervisor roles are discussed, and recommendations…

Describes the development and rationale of a hands-on, process-oriented elementary science curriculum that emphasizes decision making, problem solving, current issues, and the human element in science and technology. (JHZ)

Recounts evolution of School Concern Project, begun in Oxfordshire, England, in 1978 and staffed by professional teachers and therapists, into minimally budgeted organization staffed by physically disabled volunteers in 1984. Describes how students, including those with learning and behavioral needs, were involved in design and production of items…