Discusses the importance of teaching writing in college science classes by evaluating written lab reports, editing, and critically grading papers that students write. Also presents a structured method to teach lab report writing. (Author/SK)

Suggests using National Institute for Occupational Safety and Health (NIOSH) criteria documents as a source for special topics material in chemistry. Presents a list of selected NIOSH documents, ordering information, and reviews one document on formaldehyde in some detail. (SK)

Briefly describes a module on the origin of life formulated for inclusion in introductory biology, geology, and astronomy courses. The authors are preparing a concise monograph on the topic to complement the three-week module. (Author/SK)

Outlines the objectives of the National Science Foundation's Science Faculty Professional Development (SFPD), its history, and speculates about its future. (Author/SK)

Described is a workshop for graduate students and faculty members that focused on improvement of teaching methods. Topics included were: common weaknesses of inexperienced lecturers, diagnosing teaching weaknesses, elements of a good lecture, creating an atmosphere of participation, Piaget's developmental psychology, behavioral objectives,…

Instructional strategies are described for a one-year program at the University of Washington which attempts to increase the number of minority students being admitted to health science professions. The strategies focus on the necessity of the laboratory, reasoning ability, examinations, and homework. (Author/SA)

Presented is a description of a technical laboratory-oriented science course dealing with the science of enology or wine-making. Experiments and the distillation apparatus are described. (SA)

The use of Data Sets in instructional programs as supplements to firsthand experiences is described. A segment of one Data Set related to microbiology is given. (SA)

The progress of the study of the National Science Foundation to analyze their peer review procedures is discussed. The results of the first part of the study, published in 1978, are given and questions are posed that are the focus of the second phase of the study. (SA)

Describes a college course that provides a challenging learning experience in science based upon famous experiments and observations dating from the time of Aristotle to the present day. Presents information concerning (1) the course organization, structure, laboratory development, and expectations; (2) course content by quarter; (3) evaluation of…

Uses air temperature profiles--a topic taught in beginning meteorology courses--to illustrate the ease of restructuring the teaching/learning environment as a problem-solving mode. Students access real-time information through Accu-Weather's interactive database. Students use the data to answer the question, "What happens to air temperatures at a…

Describes the author's methods to establish what students enrolled in an introductory biology course for nonmajors know about biology prior to instruction. The project also compared preinstructional knowledge to postinstructional knowledge. Beginning students knew the least about plant transport/chemical control and cellular metabolism. Students…

Discusses the use of computers in physics education as a tool in individual student research projects for simulating both simple and more complicated phenomena. Reviews IBM compatible software associated with computer-assisted instruction in physics education. (PR)

Describes two library-lab exercises the authors have incorporated into their college chemistry course. The first exercise introduces students to scientific information and familiarizes them with the tools for accessing it. The second provides a framework for evaluating the reliability of that information and addresses the criteria that should be…

Explains how a simple three-step algorithm can aid college students in solving synapse transmission problems. Reports that all of the students did not completely understand the algorithm. However, many learn a simple working model of synaptic transmission and understand why an impulse will pass across a synapse quantitatively. Students also see…