The interactive compensatory model of learning (ICML) aims to provide a framework for understanding and improving teacher skills in creating learning environments. A research-supported way of understanding learning and to use this to generate some practical suggestions for teaching are outlined.

The feedback connected to some action made by a learner is discussed and the interactive compensatory model of learning (ICML) is described. It is suggested that instruction usually could be described in one of three approaches, namely direct, socially mediated, and autonomous learning.

Discusses using time effectively in chemistry instruction, planning instruction to compete for students' time, and whether the time needed for expertise will increase or decrease over the next few years. (Contains 13 references.) (ASK)

Access to professional development opportunities for in-service high school chemistry teachers remains a problem. In an effort to increase teacher access, a new cross-listed course called Chemistry 869/Curriculum and Instruction 869 was created at the University of Nebraska and offered via the Internet. Describes this course in microscale…

Discusses innovations in the presentation of general chemistry catagorized via media, computers, and applied psychology. (SL)

Predicts changes likely to occur in the status of general chemistry at the graduate department level during the next five to ten years. (SL)

Discusses the management and coordination of a large general chemistry program. (SL)

Presents the first of a series of papers discussing the major features and underlying philosophies of general college chemistry. This first paper reviews secondary level course content as well as college level general chemistry curricula. (SL)

Videotapes were taken of segments of freshman chemistry recitations taught by graduate students and analyzed using interaction analysis. A person skilled in teaching methods used the tapes to help the graduate students improve their teaching techniques. (MLH)

States that college chemistry teachers can best assess a curriculum by observing how much reinforcement it provides to the students. Also urges that curricula should offer opportunities to instruct the concrete operational student in formal operational thought. (MLH)

Discusses some problems encountered in using questionnaires to evaluate teaching performance of both instructors and programs, involving ethical policy, identified and anonymous responses, study-teacher interactions, explanation of questionnaire results, test formats, and the state of the art used. (CC)

Suggests that academic departments reshape the intellectual climate for chemistry education as one way to ensure the future of chemistry. Current practices in chemistry and possible benefits which may result if the system is modified are examined. These benefits include better public support and understanding of chemistry. (JN)

Describes the Program for the Advancement of the College Teaching of Science (PACTS), which provides a sabbatical leave opportunity for college professors to study pedagogy. (CS)

The simulation of titration and qualitative analysis experiments by means of computer-driven laser videodisc recordings is described. (JN)

Alternatives to traditional, large-class lecturing are discussed. They include using canned lectures, demonstrations and lecture experiments, computer simulations, problem-solving strategies, breaks during lectures, and movies. Moving out of large classrooms to laboratories and resource rooms (or giving an examination) is also suggested. (JN)