Evaluates a research paper-laboratory experience biology course developed in lieu of the traditional biology course. Results indicated this course to be of value as a way of showing students exactly how scientists work. It is recommended that this course not be a substitute for tradtional biology but be used to augment the understanding of…

Discusses the objectives of Outdoor Biology Instructional Strategies (OBIS), one aspect of the program (lawn communities) and the evaluation of this activity. Includes resultant recommendations. The evaluation criteria are suggested as a model to be used in either designing or in evaluating curricula. (BR)

Describes the advantages of dividing students into heterogeneous sub-groups within a biology class so as to bring forth the private experiences of students which can then be validated by the class as a whole. (BR)

Describes some specific activities to be used on the first day of science class to demonstrate science as a process and to allow students the use of inquiry skills in problem solving. (BR)

Describes an individualized introductory genetics course and its major outcomes: increased student achievement, a sense of self-achievement, more student confidence in their own ideas, as well as a program which costs less and can accommodate more students per instructor. (BR)

Gives agruments and support for the development of decentralized short-loop systems to take the place of an overconnected cobweb economy which increases problems for society. (BR)

Describes in detail the laboratory procedure for studying the process of amitosis in the vegetative cells of Nitella axillaris. (BR)

Suggests that a liberal arts education can be used to recognize and stimulate the intrinsic characteristics of students so that they will become involved in their own education, realize the need to be well trained, and learn to work with others toward solutions to basic problems, all of which produces good teachers. (BR)

Describes how to use the distinctive properties of osazone formation in conjunction with molecular model construction to demonstrate the relationship between the three-dimensional structures of simple sugars and the shapes of crystals they form. (BR)

Describes how adaptation projects are used to produce BSCS materials specifically designed for the local flora, fauna, educational system, biological problems and culture of other countries. (BR)

Part II of a three-part article describes the growth of scientific understanding of the reptile-mammal transition and its place in evolution. (BR)

Describes the application of simulation as a teaching tool which provides a means of understanding living organisms by representing only the essential aspects of selected biological processes which might not be readily visualized. (BR)