Asserts that the scientific literacy of the average person can be evaluated adequately only with a definition that involves thinking processes and ignores test-taking skills. (PR)

Comments on the Society for College Science Teachers position paper on introductory college-level science courses and encourages two-year college science faculty to respond. (PR)

Discusses aspects of quantitative experimental design to help college science faculty investigate college-level science instruction. (PR)

Explains that, to teach students how to solve problems, defining the problem should be the focus, and the skills to solve the problem should be analyzed. Differentiates between exercises and real problems. (PR)

Presents the findings of a task force on general chemistry. Among the findings are the course contains too much material, is not balanced, and too much emphasis is placed on developing rules for calculations. (PR)

Explores the use of extra credit in an introductory geology course. Covers the organization and rational behind the program. (PR)

Describes successes achieved in the use of active video techniques and discusses their potential contributions to science education on a national scale. (PR)

Describes a method to prevent and uncover cheating during testing in large university classes. (PR)

Describes an activity appropriate for college or high school students where they make hypotheses about prearranged patterns in a deck of playing cards. (PR)

Describes a writing-across-the-curriculum course and its application to science courses. Shows how different kinds of writing instruction affect students' learning as well as students' attitudes, understandings, and approach to "writing to learn." (PR)

Describes the importance of the psychological factors of motivation, learned helplessness, and self-esteem in learning at the community college level. (PR)

Describes two curriculum approaches used at a college as an alternative to traditional introductory science-survey courses. The first course is entitled "Nature of Science" and the second is "Current Research." (PR)

Presents advice that professors can give to their students on how to obtain quality, positive job or school references. (PR)

Presents an informal evaluation of the Science as a Way of Knowing Project started in 1983. (PR)

Describes the Meyerhoff Scholarship Program at the University of Maryland, Baltimore County, that is designed to increase the number of African Americans, especially males, who enter and succeed in undergraduate, doctoral and professional programs. (PR)