Addresses the issue of the semantics of chemical symbolism in introductory chemistry texts and lectures. Argues that understanding the historical context, the personal struggles of those who mapped the territory of chemistry, and how the meaning of the chemical symbols they used evolved over time are important for building a foundation for…

Discusses the dilemma case, a well-known method of case instruction in which a protagonist is thrust into the middle of a crisis and must make a decision. Enables students to gain an understanding of the issues and then suggest possible solutions to the dilemma. Develops students' critical-thinking skills and speaking abilities. (JRH)

Describes the use of computer-based animations in demonstrating and enlivening scientific principles. Discusses frame-based animation, cel-based animation, object animation, the creation of simple animations, and the use of animation software. (JRH)

Discusses a novel approach to word problems that involves linear relationships between variables. Argues that working stepwise through intermediates is the way our minds actually work and therefore this should be used in solving word problems. (JRH)

Discusses the collaboration of the Biological Sciences Curriculum Study (BSCS) with faculty from eight community colleges to develop an innovative curriculum for use in a one-semester general education course in biology that would reflect the recommendations of the current reform movement in science education. Discusses important issues in helping…

Reviews the general literature on cooperative learning in science at both the secondary and postsecondary level and the use of cooperative learning in the college chemistry laboratory. Discusses the use of cooperative learning with other instructional techniques such as the use of computers, multimedia, and inquiry-based instruction. (JRH)

Discusses the results of a study that examined the factors that influenced women science undergraduates to pursue and remain in scientific careers and demonstrated the critical role the faculty play in students' decisions. Presents a sample of potential activities that could have a positive impact on women's persistence in the sciences. (JRH)

Discusses the use of the content, teaching, and assessment standards of the National Science Education Standards in planning course changes in a physical science course for nonmajors at the university level. (JRH)

Introduces an interdisciplinary undergraduate course on space physics based on history. Presents a contextual overview of space physics. (Contains 16 references.) (YDS)

Traces individual physicists and financial considerations associated with the historical development of academic research and research facilities in physics at the University of California (Berkeley), California Institute of Technology, and Stanford University from the 1890's to the 1930's. (SL)

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)