Tips are given for collecting and identifying diatoms for use in secondary school biology classes. Collecting sites described vary from freshwater to terrestrial habitats. (SA)

Models, based on Gowin's Epistomological V model, are presented which are intended to be useful in illustrating ideas to students about how knowledge is acquired and how to relate laboratory work to the concept being learned. (SA)

The approach described in this article represents a combination of teaching techniques that were successful for a high school biology teacher. The process is described as shared decision making and the student becomes an active partner in the learning process. (Author/SA)

A model is described for preparing graduate students to teach undergraduate biology courses. Features of the program include instruction in using innovative techniques, the use of pre- and in-service components, and the use of experienced biology teaching assistants. (Author/SA)

The hazards associated with recombinant DNA research are presented along with some social implications and the development of recombinant DNA research guidelines by the National Institutes of Health. (SA)

A programed, two-credit hour, experimental microbiology course for nonscience majors is described. (SA)

An audio-autotutorial program for high school students is described which utilizes many appropriate audiovisual materials and serves as an alternative to the traditional lecture-discussion approach. (SA)

Presents some techniques for helping biology students to think about the future, such as the Delphi Technique, the cross-impact matrix and the future circles. (HM)

Identifies elements of teaching assistant (TA) training programs, presents a model based on these elements, examines different strategies for implementation of the model, and describes efforts for developing a comprehensive TA program for graduate students in the biological sciences at the University of Washington, Seattle. (HM)

Investigates how intellectual development, IQ, and achievement of 92 high school biology students were affected by inquiry teaching methods. A pre-post-test design of four parameters (Cognitive development, content achievement, inquiry skills achievement, and IQ) was used. Results show that inquiry teaching produces significant gains in all…

Discusses the impact of using laboratory exercises and queries on developing student sensitivity to bioethical issues. Examples of these questions and the responses of students of an introductory life science course at Worcester Polytechnic Institute, Worcester, Massachusetts are presented. (HM)

Focusses on student attitudes and social change, both of which suggest the need for new policies for science education that reflect the demands of an ecological society. (HM)

Presents a biology course developed for learning disabled (LD) and emotionally handicapped (EH) students at Alhambra High School, Phoenix, Arizona. Description of the program, learning activities used, and some suggestions for successful teaching are also included. (HM)

Describes how concept maps can be used in biology teaching. Concept maps for genetics and ecology are presented as a model. How to use these maps as curricular and instructional tools and as a means of evaluation is also included. (HM)

Describes some practical ways for examining the process of making ethical decisions for the purpose of encouraging biology teachers to actively engage themselves and their students in the search for a new ethical structure. (HM)