Students need to reflect on the practice of science to fully understand the nature of science (NOS), which is an important component of scientific literacy. In this paper, the authors describe how to implement an explicit and reflective pedagogy in college science laboratories and share examples from their implementation in a multiple-section…

The advantages of inquiry-guided instruction (IGI) are emphasized, along with difficulties faced in the application of this teaching method. Several instruction techniques, and tactics are presented for solving practical problems, and in overcoming common and specific challenges of IGI.

Discusses effective ways to improve teaching and focuses on self awareness, peer videotaping, and student feedback. Explains the practice cycle with five elements: set goal, practice, feedback, reflection, and adjustment. (YDS)

Discusses how to convert a socially irrelevant science course into a relevant one. Presents reasons for doing this and evidence that relevant science is pedagogically effective and popular. (SAH)

Explains what should not be done in a classroom while teaching. Provides a list of 'don'ts' for teachers. (YDS)

Presents an assessment tool for agricultural educators and curriculum specialists to assess the acquisition of knowledge among undergraduate agriculture majors. Points out the increasing importance of agriculture and agricultural education. Explains the design process of this instrument and provides the instrument. (Contains 19 references.) (YDS)

This open letter to new Ph.D.s from the academic deans of the Commonwealth Partnership, a consortium of 12 independent colleges and universities in Pennsylvania, presents the views of the deans and provosts concerning the profession recent graduates may be about to enter, and explains the particular pressures and pleasures of teaching…

Reports the presence and use of known carcinogens in Kentucky colleges, junior colleges, and high schools. Includes a listing of known carcinogens and the synonym names under which each may be labeled. (SL)

Reports on a seminar in environmental ecology conducted to emphasize "intuition, body wisdom, aesthetic, ethical, and religious understanding" while de-emphasizing analytical-descriptive-empirical learning. The seminar included a weekend retreat. Focus, basic readings, student contributions, student responses, and general problems of the seminar…

Reports the development of "interrupted guidance" and slide tape instructional units for college biology and microbiology laboratory courses to counter problems of decreasing student ability and preparation, decreasing funding, increasing costs, increasing enrollment, and decreasing student-faculty interchange. (SL)

Describes an introductory college science course for nonscience majors concentrating on climatology and meteorology. Student apathy and discontent with science is overcome through a historically relevant presentation of the subjects. Results indicate a significant stimulation of student interest in science. (SL)

Describes a one quarter introductory college physics course for nonscience majors which concentrates upon energy, energy systems, and relevant practical situations exemplifying energy laws. Results indicate the course is also suitable as a preparatory course for preprofessional students. (SL)

Reports research results of formal versus informal instruction effects on retention. Subjects were 70 undergraduates in first year physics (one control, one informal class, one formal class). A test conducted seven weeks after course completion showed significantly higher retention by the informal group. (SL)

Describes an introductory college science course for science majors and nonmajors. The course, team taught and interdisciplinary, stresses broad applications and topics of current interest. Presentations and instructors are changed regularly. The laboratory experiences include computer programming, are varied regularly, and allow student selection…

Describes an introductory college biology course in which the student's rate of progress, goals and instructional procedures are individualized. (PEB)