The effectiveness and use of the Science and Technology in Society (SATIS) materials in United Kingdom schools are summarized. Questionnaires, interviews, and classroom observations were used to collect data from both students and teachers. (KR)

This book sets out a constructivist, inquiry-based approach to instruction. The approach builds on clear understandings of children's current levels of knowledge, where their learning should progress to, and the means by which children learn early numeracy topics. The methods presented in this book have been used extensively by practitioners in…

Describes a teacher's experiments with improving students' writing in the geography classroom using peer editing exercises. Discusses the development and gives examples of the editing exercises and style sheets. Briefly reviews the theory of audience-centered communication. (MJP)

This book's 18 chapters provide a multi-disciplinary analysis of lifelong learning and the learning society by doing the following: (1) examining the way that these phenomena have emerged; (2) analyzing the concepts; (3) discussing ways in which the learning society functions; (4) assessing the implications of the learning society for other…

Described is a collaborative study between a Year 11 physics teacher and 3 university personnel designed to identify and document the manner in which content knowledge was transmitted in the classroom by the teacher and how this knowledge was acquired by students. The role of the textbook is discussed. (KR)

Describes the design and development of inservice teacher education courses on application of computer assisted instruction (CAI) in art classrooms, and summarizes participating teachers' opinions on educational value of computer software and peripheral equipment for specific art applications to which they were introduced during the session. (MBR)

This paper details the work of Demos and the Learning and Skills Development Agency to examine how new institutional structures for supporting lifelong learning can develop in ways that best support community-based learning activities in the United Kingdom. Three seminar background papers and notes are provided, each followed by seminar notes.…

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)

The development of key competencies through higher education is of increasing interest in government, industry, and academics. The contributors to this collection of research analyses and case studies focus on the competencies associated with self-motivated autonomous lifelong learning. Examining a variety of issues from a British perspective, the…

In this paper, we draw on a 16-month study funded by the Learning and Teaching Support Network in the UK and entitled "Mathematicians as Educational Co-Researchers." The study's aims were two-fold. Primarily we intended to explore mathematicians' reflections on issues identified in the literature as highly topical in the area of teaching…

This book contains 11 papers on higher education and lifelong learners. The following papers are included: "Traditions and New Directions in Higher Education: A Comparative Perspective on Non-Traditional Students and Lifelong Learners" (Hans G. Schuetze, Maria Slowey); "Austria: The Enduring Myth of the Full-Time Student: An…

Considers the fact that despite increased class size and limited instructional resources the overall performance of students in geography in the United Kingdom has improved. This is attributed to changes in teaching, learning, and assessment methods. Small, workshop-based discussion seminars and active learning have replaced traditional lecture…

This collection of 18 essays are based on sessions and keynote speeches at the Staff and Educational Development Association (SEDA) Conference held at Dyffrwn House, Cardiff (Wales) in November 1993. They represent the reworked and distilled thoughts of the presenters after they had had the experience of leading a workshop on a related topic. The…

The theme of this conference was intended to reflect the changes in the economic and educational environment and the changing perceptions of science educators in the United States and in the United Kingdom since the first such seminar which occurred in 1982. The document includes the text of the keynote address by F. James Rutherford entitled…

Many countries have recently launched massive programs to promote nation-wide adult literacy, but while these efforts have been commendable, it has been observed that neo-literates who acquire literacy through such programs have great difficulty in retaining it; hence an urgent need to develop suitable programs of post-literacy and continuing…