Suggests two types of memory representations based on differences found in content and structure between kindergartners' general event representations of museum trips and their specific memories of a class trip to an archaeology museum. Suggests that the study of real world memory is a critical area for developmental research. (CB)

Describes the Interactive Tour Schema, a course modeled on the relationship between a guide and the tourists who make use of his or her services. The structure of the course requires excursions away from the classroom and to various campus and off-campus locations where tours are given by student tour guides. (SED)

By visiting an African art exhibit, college-level art students enriched their understanding of the ritualistic art of the South African people. The exhibit is described and learning strategies used to prepare students for the exhibit visit are discussed. (RM)

Describes creative applications of instructional technology using computer-based telecommunication in Hawaii. Includes description of electronic field trips and global studies that enhance international understandings. (MD)

This article offers suggestions on planning field trip experiences for young children. Rules should be set and enforced, strollers available, and enough care givers present to manage the group. Grocery stores, fire stations, bookstores, and barbershops are some of the places children enjoy. (DF)

Defends: (1) the theory that correction of grammatical items in young learners impedes their ability to communicate, (2) the frequent use of trips and activities as ways of teaching natural communication, and (3) the use of story books as appropriate reading material for older children. (EKN)

This article describes an archeological dig planned for and executed by a class of 10 and 11-year-old children. The structuring of other subjects around the dig, and follow up activities are reviewed. (SB)

This teacher guide provides resources for teaching about agriculture. The content of the book is divided into three sections. Section 1, "California Foundation for Agriculture in the Classroom Programs, Services, and Instructional Materials," provides information on the conferences, workshops, lesson plans, summer programs, and newsletters offered…

Field trips don't have to be grueling. This practical guide helps teachers work together with science educators in the community to avoid common pitfalls that interfere with the many science-learning opportunities that exist in museums, parks, and science centers. The book offers tips and strategies on selecting community resources for field…

This teacher's guide is designed to prepare teachers and their students for a rewarding experience when visiting the Friendship Hill National Historic Site, the home of Albert Gallatin (1761-1849). Gallatin was a financier, entrepreneur, politician, diplomat, scholar, and colleague of Thomas Jefferson, James Madison, and James Monroe. The guide…

Experiential educators can prepare students and clients for living in the global society of the new millennium through international experiences, both short- and long-term. The elements of experiential education--risk/challenge, direct experience, processing and reflection--can be important aspects of the international experience. Historically,…

Information about Arizona's history, government, and state capitol is organized into two sections. The first section presents a timeline of Arizona history from the prehistoric era to 1992. Brief descriptions of the state's entrance into the Union and the city of Phoenix as the selection for the State Capitol are discussed. Details are given about…

Colleges and universities are encouraged to be innovative and creative and to be willing to experiment in an effort to find newer and better ways to provide expanded opportunities for field experiences for new teachers. (Author)

Real work settings in the community offer learning experiences that cannot be duplicated in the school. The classroom teacher must know the experience program possibilities available in the community, and guide students to discover these possibilities. (KP)

Analyzes the nature of the learning process and attempts to show how the three components of a reinforcement contingency, the stimulus, the response and the reinforcement can be utilized to increase the efficiency of a typical science learning experience, the excursion. (JR)