Reports a study of the participants in an in-service program using the Tilton project materials as a basic resource for a focus on environmental issues. Attitudes of participants were measured, before and after the program, to identify changes in their views of environmental problems. (PB)

Suggests goals focusing on learning that go beyond facts. Tentatively stated and subject to change, the goals can be changed as experience widens. (EB)

Suggests current scientific literature published in journals of biological research as a source of new, interesting, and enlightened experiments to reinforce an understanding of the process and sense of science. Presents an exercise developed using current literature. (EB)

Describes several simple and inexpensive experiments designed to facilitate the study of normal and abnormal morphogenesis in the biology laboratory. Seedlings of the common garden pea are used in the experiments, and abnormal morphogenesis (tumors) are induced by a virulent strain of the crown-gall organism, Agrobacterium tumefaciens. (JR)

The first part of a two-part article deals with U.S. science as viewed from Indochina in contrast to the nature of science as seen by American scientists. (JR)

Describes the use of slides and artifacts from East Africa as a means of stimulating student interest and discussion in environmental and ecological problems. (JR)

Discusses the importance of children developing personal associations with animals, and suggests that it is the responsibility of schools to teach students how to properly care for pets. With particular reference to Canadian experiences, criticizes the widespread neglect of pets and misuse of animals in school laboratories and science fairs. (JR)

Describes a tape-guided field trip that has been used successfully with college biology students in the University of California Botanical Garden. This program enables large numbers of students to make individual biological observations in the field with the aid of a specially tailored, taped guide. (JR)

Suggests introducing values clarification into the classroom as a way to help students learn to make value judgements on contemporary issues. (BR)

Discusses such high points of human genetics as the study of chromosomes, somatic cell hybrids, the population formula: the Hardy-Weinberg Law, biochemical genetics, the single-active X Theory, behavioral genetics and finally how genetics can serve humanity. (BR)

Reports on research to see if value clarification would affect student attitudes toward science and biology and improve achievement in a BSCS Yellow Version biology course. Results indicated higher achievement by the group exposed to value clarification but no significant difference in attitudes between this group and the control group. (BR)