Describes an adventure activity in which a group achieved a seemingly impossible goal by changing the way it imagined the task. Discusses the sequence of steps in metaphor development that led to the triggering of a generative metaphor: a new image of the task that allowed reframing of the problem and its eventual solution. (SV)

Assesses informal learning in experiential settings. Elementary teachers (n=20) from public and private schools participated in an on-site seminar involving experiential learning in science centers, a wildlife refuge, and a zoological sanctuary. The significance of instruction provided by guides, types of exhibits, and the use of informational…

Observes that a number of environmental educators view environmental pedagogics oriented to ecological action as a problematic trend toward indoctrination. Tries to dispel these misgivings, and argues that the environmental action approach has other shortcomings, especially if conceptualized as individual apolitical action. (DSK)

Argues that historic sites permit students literally to make a connection to earlier people that cannot be duplicated in a classroom. Describes how visits to Curtin Village (Pennsylvania), a Juniata River canal (Pennsylvania), the Gettysburg battlefield (Pennsylvania), and the Antietam battlefield (Maryland) are incorporated into a study of U. S.…

Discusses aspects of professional education for individuals working in caring roles, particularly with reference to dementia. Describes three experiential learning exercises together with the opportunities they provide for moral development. Makes suggestions about the moral demands of care work and draws inferences for the practice of moral…

Describes results of a mail survey of adult students of the Open Learning Institute (OLI) of Hong Kong that was conducted to investigate student attitudes toward various features of the adult and action learning approaches, the extent of the influence of the local Chinese national culture, and reasons for studying at OLI. (LRW)

Describes the "Close Up Capital Experience," a program to encourage greater civic participation by exposing middle-school students to the democratic principles, history, and political process of the United States. Outlines a four- or five-day schedule that incorporates active student-centered learning using cooperative structures and…

Discusses the need for inservice training programs for teachers that address integrating technology into the classrooms. Topics include adults as learners; delivery systems that include print and nonprint resources; conducting workshops, including experiential learning and small groups; and evaluating workshops. (LRW)

The University of Oklahoma's Price College of Business has implemented an integrated core curriculum that relies on engaging students in business-world experiences to provide a conceptual basis for integration of a wide range of concepts. Experience is gained through two projects--creation and management of a start-up company (funded by a loan)…

Observation of eight associate-degree students in a service-learning project revealed the following about service learning: it was progressive-education opportunity; established a realistic working environment; enabled problem solving; developed learning through experience, awareness, and collaboration; and broadened students' perspectives. (SK)

In a business course, an information-retrieval exercise challenged students to solve a problem without the necessary information. Students felt that this action-learning approach enhanced their interpersonal skills and provided relevant real-world work experience. (SK)

Discusses the nature of middle school and early adolescents; national standards and economic education; and curricular practices for middle-school economics. Outlines guidelines to help make decisions about what materials and activities to use for practical economics in the middle-school curriculum. (SR)

Describes a project for students to study storm water runoff, erosion, sedimentation, nutrient enrichment, wetlands, ground water, and the effects on waterways of acidity and household pollutants through experimentation and fieldwork. (CCM)

Three women undertook a four-day winter camping trip in the Adirondacks as their practicum in an outdoor and experiential-education course. Their description of the confidence gained and the balance between self-doubt and overconfidence is compared to walking in snowshoes. (TD)

Experiential drama consists of short skits that address various value areas. Issues drawn from student experiences are used in the dramatizations, which portray the actual experiences and incidents. Students develop the scenarios and present them to classes, social agencies, churches, and businesses. Educational benefits abound. (MLH)