Suggests that snow ecology be added to the high school curriculum and center around winter abiotic factors and biotic components, winter survival, case studies, winter research and arctic ecology. (LS)

Suggests that discussion of the poor eating habits of Americans and its effects on health be included in the biology course. (LS)

Describes a training program for teaching assistants who presented laboratory instruction in a biology course and attended weekly seminars, in addition to being observed and video-taped while teaching. (LS)

Suggests that science teachers provide the student with materials in abundance that are appropriate to his stage of cognition. (LS)

Analyzes five biology textbooks for their coverage on sex-related topics and suggests an interdisciplinary approach to foster positive student attitudes and values toward sex. (LS)

Describes a high school botany course in which the students must collect plant specimens, prepare herbarium cards and identify the specimens. (LS)

Describes the contents of a BIOS i Kit as: (1) guide to initial learning possibilities; (2) state of knowledge articles; (3) sample materials for observation, identification, and/or experimentation; and (4) evaluation materials. (LS)

Describes a new college values program that focuses on how values are formed and their influences on our understanding and treatment of the environment. (LS)

Utilizes the Biological Sciences Curriculum Study (BSCS) "invitations to inquiry" in teacher training in analyzing a lesson's objectives and in microteaching. (LS)

Describes the step-by-step preparation of skins and explains their storage procedures and uses. Illustrative photographs are included. (LS)

Explains the techniques of experimenting with the protozoan Colpoda cucullus to learn about its habitats, dispersal and adaptations. (LS)

Suggests that students who reason with only concrete thinking patterns may become formal thinkers through the use of the following instructional pattern: (1) the introduction of an undifferentiated whole, (2) differentiation of the whole through concrete experiences, (3) invention of symbolic notation, (4) application of concepts which lead to…

Describes in detail a program utilizing the study of marine biology to motivate students. (LS)

Describes how the basic principles of energy flow and matter recycling can be incorporated into a framework around which many classes, courses and perhaps curricula could be designed. (LS)

Reports a study designed to determine if teaching science by inquiry helps students learn by discovery and become less teacher-oriented. (LS)