Investigates how museum visits can be used to meet the goals of practical work. Introduces a framework to facilitate student learning in museums. Contains 31 references. (DDR)

Written from a Yupiaq perspective, this book examines and compares Yupiaq and Western worldviews and their relationship to the learning and use of scientific knowledge. Chapter 1 discusses shared characteristics of the worldviews of Alaska Natives and then focuses specifically on the Yupiaq worldview, which is based on maintaining a balance among…

Learning activities in environmental education require the use of the physical environment or moving into nature and natural settings to explore issues of the environment. These approaches are sometimes labeled as "nonformal." This informational bulletin examines a taxonomy of four learning environments and explore the application of nonformal…

Provided are reports on environmental education prepared by participants for the international meeting of experts convened by Unesco in the framework of the 1982 International Environmental Education Programme. The reports are considered to be part of the world-wide survey on environmental education (EE) needs and priorities of member states…

This paper: (1) reviews the goals and directions of United States marine education; (2) reports the findings of three surveys which were designed to provide a perspective on current Canadian efforts in marine education; and (3) presents a set of proposed goals and future directions for marine education in Canada. Federal agencies with a…

Presented are over 100 environmental education activities which use the local community for a learning site and resource. These lessons are grouped under seven topical headings: (1) biological neighbors, (2) physical environs, (3) built environs, (4) social environs, (5) understanding ourselves, (6) influencing change, and (7) improvement and…

One-hundred and forty-seven listings of reports, books, and periodicals comprise this bibliography of available works on nonformal educational programs in Africa, Asia, Latin America, the Middle East, Europe, the U.S.S.R., Canada, Australia, New Zealand, and island areas. This is a limited selection of materials since many of the programs have…

It is fundamental in planning to see why and how expenditures on education should be limited and related to other priorities as part of economic and social planning. Integration of education with economic needs involves three elements. First, the identification of the general limits on educational expansion in the economic development planning…

This annotated bibliography lists 195 publications related to the broad topic of nonformal education. Entries are organized in five sections that focus in turn on the definition and scope of nonformal education, functions of nonformal education, delivery systems for nonformal education, target areas for nonformal education, and bibliographies…

Discusses modern approaches to environmental education in the context of Western concepts of man's relation to nature. Contends that clear definitions of the terms "environment" and "education" are needed. Concludes that future programs of environmental education will study problems originating in human nature and will dissolve boundaries between…

Developmental strategies used in developing countries are discussed with a focus on education. Formal and nonformal education systems are assessed indicating that a shift has occurred in secondary and higher education away from economically-oriented approaches toward an emphasis on personal fulfillment and cultural identity. (TJH)

Identifies two stages in research on scientific literacy; a composite saturation stage in which definitions covered all objects of science education, and a stage when researchers focused on small manageable portions of scientific literacy. Describes formal, nonformal, and informal science teaching. (TW)

Nonschool youth groups can serve many purposes for young people, especially promoting maturity and development and helping youth to build productive lives. Simply attending youth groups may not be enough, however. Studies have often failed to show beneficial effects of youth group membership versus youth who have not been members; but the studies…

The author argues against specialized education programs for rural children in developing nations, asserting that these children's education should not essentially differ from that considered suitable for urban children. For a contrasting opinion, see the article by David R. Evans (pp232-43). (See AA 533 194.) (SJL)

Reacting to the preceding article (pp216-21) by Elinor G. Barber, the author argues against a single formal system of general education for both rural and urban areas of developing nations. (See AA 533 193.) (SJL)