Describes a method for teaching introductory biology courses using a microfiche reader to view tissue samples. Uses a microfiche reader as an overhead projector to further magnify and project biological images for students to observe in the classroom. (SAH)

Presents examples using hypothetico-deductive thinking to better teach and understand biology, geology, physics, and chemistry. The examples show that hypothetico-deductive thinking is not new to science as it can be found in research from the Middle Ages. (SAH)

Presents classroom inquiry-based investigations to investigate wound healing in plant tissues and cells. Students create their own research problems and the investigations can be related to the National Science Standards. (SAH)

Explains the concept of stretch reflexes to students using a mechanical model. The model provides a dynamic multisensory experience using movement, light, and sound. Describes the construction design. (SAH)

Describes a method for teaching about DNA using looped cereals. Outlines the procedure and concept in detail. Presents several possible concepts that allow the instructor to choose what is the most appropriate for students. (SAH)

Advocates the use of springtails (Collembola) in the K-12 classroom as a model invertebrate that can easily be reared and manipulated to demonstrate key concepts in biology. Describes experimental procedures using springtails. (SAH)

Tests the hypothesis that a fifth stage of intellectual development characterized by the ability to test alternative explanations involving unseen theoretical entities exists. This hypothesis is tested in the context of a nonmajor college-level biology course in which the assumption is made that some students have acquired Stage 5 reasoning…

Describes a general education genetics course in which students are required to write a term paper comparing an article in the peer-reviewed scientific literature with a popular article on the same subject. Highlights the important features of scientific literature. (SAH)

Provides opinions on interpreting reports on genetic influences on human behavior, which sometimes attribute genetic versus environmental effects with decimal precision. Discusses the need for scientific information and objectivity. (SAH)

Presents investigative approaches to teaching molecular biology. Emphasizes a deductive determination of the nature of nucleic acids visualized in a gel, and a comparison of different genomes. Asks why students should take it on faith that what they view on a gel is DNA. (SAH)

Explores the uncertainty inherent in measurement, sampling, repeatability, and prediction. Emphasizes the inextricable connection of mathematics and science. (SAH)

Presents ideas on how to approximate statistical analysis and decision making by approximating 95% confidence intervals and drawing conclusions about the significance of difference based on visual comparisons of frequency distributions. (SAH)

Describes a method for teaching biology that includes more investigative exercises that foster an environment for cooperative learning in introductory laboratories that focus on vertebrates. Fosters collaborative learning by facilitating interaction between students as they become experts on their representative vertebrate structures. (SAH)

Describes a method for working with Coomassie Blue to analyze banding patterns of purified eukaryotic cell membrane proteins. (SAH)

Provides laboratory exercises that demonstrate two genetic concepts: the difference between a genetic selection and a genetic screening experiment, and the relationship between phenotype and genotype. (SAH)