Offers suggestions and techniques for taking picutres so that students can view them and discover common characteristics for themselves, review for tests, and prepare for lab work. (LS)

Describes the Inquiry Role Approach for biology in which group work leads to enhancement of attitudinal, social and inquiry skills. (LS)

States the procedure for isolating actinomycetes from soil and testing for antibiotic growth. (LS)

Describes the role that congressmen and educators have played in reducing the NSF budget so that training for teachers was discontinued. (LS)

Argues that the topic of symbiosis has been greatly neglected and underemphasized in general-biology textbooks. Discusses many types and examples of symbiosis, and provides an extensive bibliography of the literature related to this topic. (JR)

Discusses career opportunities, related to the biological sciences, that do not require extensive academic training. (JR)

The second part of a two-part article contains an attempt to synthesize the viewpoints of United States science as seen (1) from Indochina (2) by American scientists and (3) from the vantage point of history. (JR)

Discusses the philosophy and objectives of doctor of arts (D.A.) degree programs and reports the results of a survey of the opinions of 210 biologists concerning the qualities essential to college teaching. (JR)

Describes the methods used in a general-biology course at the College of Mount Saint Vincent and Manhattan College (Riverdale, New York) in which a problem solving approach is used in conjunction with the audiotutorial method of instruction. (JR)

Describes a master's degree program for the preparation of community-college biology teachers which has been developed by the biology department at Eastern Michigan University in close cooperation with neighboring community colleges. (JR)

Describes a program called "Society-Environment-Science" which has been offered for three years at Lansdowne Senior High School (Baltimore, Maryland). It is a one semester, interdisciplinary course that is team-taught by a social-studies teacher and a science teacher. (JR)

Urges science teachers to consider the affective domain and to seek affective goals in teaching environmental topics. Suggests that biology and other science courses should adopt, as much as possible, the concepts of environmental education. (JR)

Describes a high school biology program which successfully utilizes team teaching. Outlines the advantages of team teaching and how it is used in the large group lecture-discussion situation, with small groups in the laboratory and on field trips. (JR)

Reports the results of a study relating to the effectiveness of the 1972 National Science Foundation summer institute at Ball State University. Participating teachers were motivated to increase, in their own teaching, the level of emphasis given to 45 of 55 instructional topics stressed in the institute. (JR)