Briefly explains Piaget's theory of intellectual development and its implications for teachers. (LS)

Identifies the reasons for becoming a teacher, the problems of being a teacher, the characteristics of good teachers and the need for student participation with nature. (LS)

Describes a model for a college biology laboratory that is: (1) individualized, (2) self-instructional, and (3) investigative. (See also SE 515 093.) (LS)

Describes the following uses of computers in college biology laboratories: (1) to organize and analyze research data and (2) to simulate biological systems. Also being developed are computer simulations to systematically prepare students for independent investigations. (See also SE 515 092.) (LS)

Suggests that students rate themselves daily on a "participation sheet" to improve their self-motivation, learning, study habits and self-evaluation. The teacher benefits from the program by having fewer discipline problems and a more individualized classroom. (LS)

Describes the activities of a field experience program in marine biology for high school students sponsored by a group of Pennsylvania colleges. (LS)

Suggests a supplementary activity, a radio talk show, for botany students. The show highlights the current undertakings of plant scientists. (LS)

Introduces a general theory of sociobiology which a biology teacher would find useful as a basis for course development. (LS)

Illustrates the approach of using viewable computer programs to simulate ecological processes. Gives a detailed example dealing with population dynamics. (LS)

Reviews basic concepts of predator-prey interaction, encourages the presentation of the predator's role and describes a model of predator behavior to be used in secondary school or college classes. (LS)

Suggests that human dignity begins with conception (it is not dependent upon an individual's economic production) and that school curricula focus on human relations. (LS)

Two laboratory investigations are described: (1) staining chromosomes in root tips and (2) demonstrating pollen tube growth. (LS)

Suggests that teachers encourage student participation and self-evaluation by having the students follow a learning contract. (LS)

Suggests that students be taught processes and practical applications of biology in an interdisciplinary approach. (LS)