Describes a component of a general biology course that emphasizes use of the science library. Initial instruction involves use of standard reference materials. Then four in-library exams are assigned, where a research question is answered using reference materials. Student reactions have been favorable. (CS)

Describes taste experiences that are used to spark interest in studying high school biology. Emphasizes learning about survival, poisonous plants, endangered species, economic and nutritional importance of various organisms, and cultural education. (CS)

Reports findings on research in Red-winged Blackbird territoriality and describes the educational potential of use of similar studies in the classroom. Territorial mapping and observational techniques are explained. (CS)

Diagrams and explains construction of an actograph which quantitatively records daily movements of animals for a 24-hour period. Combines use of a kymograph and the teetering box of Palmer. Biorhythm activities with fiddler crabs, cockroaches, and hamsters are suggested. (CS)

Explains several laboratory exercises using the skin, including the mapping of receptors, counting of sweat glands, computation of total skin area, comparison of various animal skins, measurement of the palm triradius angle, and study of epidermal ridges (dermatoglyphics) in males and females. (CS)

Describes a game format and procedures for developing teacher-prepared games in environmental education. Uses a game board, place markers, dice, and question and problem cards. Discusses development of learner objectives and preparation of evaluation procedures as well as follow-up tasks in revision. (CS)

Suggests unorthodox methods that may help to make studying more agreeable to students. Discussed are organizing complex cheat notes, use of chalkboard on pretending to give lectures on the subject to be mastered, developing an appreciation ("psyching out") for the professor's philosophy, and using flash cards for vocabulary mastery. (CS)

Described is the problem of improving student motivation. Four motivational techniques are discussed. (SL)

Described is the development of science and technology centers as modern museums and their use in complementing school science programs. (SL)

Described is an undergraduate biology seminar in which the students, perform as laboratory assistants for an introductory biology course, attend group discussions, and work on special projects. Described in detail is a student-developed photosynthesis game which was tested by the seminar students in local secondary schools. (SL)

Described is an introductory life science course which introduces students to questions relating social values and science. Suggested lecture, laboratory, and discussion exercises are included. (SL)

Presented is a review of the history of the discovery of gene function, and description of the research and scientists responsible for each major step in the sequence of discoveries. A brief review of the current status of the research is included. (SL)

Emphasizes the need to include courses of human biology in the science curriculum. (SL)

Described are science activities for monitoring bird migrations. (SL)

Presented is a discussion of the need to update and diversify university educational systems to improve their effectiveness. Various learning alternatives are discussed. (SL)