Presented is an analysis of Pringle's Paradox as an effective vehicle for developing insight into special relativity. (HM)

Describes the individualized testing system and the impact of this practice on grade inflation of a biology course for nonmajors at Oral Roberts University, Tuba, Oklahoma. A course description, and discussion of results of 1,512 students who took the course over an eight-semester period are presented. (HM)

Describes how the National Science Foundation awarded 59 grants to two- and four-year colleges in the first Comprehensive Assistance to Undergraduate Science Education Program (CAUSE) in 1976. The description of the program and how it responds to changing patterns in higher education are considered. (HM)

Presents information about equipment and new products such as the melting point instrument and TV-microscope coupler which are helpful in college science teaching. Descriptions of each product, how it operates, its prices, and address for ordering are presented. (HM)

Presents a report on a cooperative project aimed at overcoming some of the barriers to the use of computers in college science instruction. A list of computer-based modules currently available in physics, chemistry, and mathematics is included. (HM)

Discusses the use of the Interactive Computer-based Testing (ICBT) in university-level science courses as an effective and economical educational tool. The authors discuss: (1) major objectives to ICBT; (2) advantages and pitfalls of the student use of ICBT; and (3) future prospects of ICBT. (HM)

Discusses some of the opinions of Bertrand Russell presented in two of his books: "The Scientific Outlook" and "The Impact of Science on Society." What Russell feels science is, how it functions, and what its role is, and will be, in society are discussed. (HM)

Investigates the effectiveness of guided inquiry laboratories for the first semester general chemistry course for science majors at the University of Oklahoma, Norman, Oklahoma. The focus is on three skills: data interpretation, hypothesis formation and the experimental testing of hypotheses. (HM)

Presents a simple pedagogical model to teach the importance of antiparallel complementarity in nucleotide pairing when replication, transcription and coding are initially introduced. (HM)

Describes a simple way to demonstrate the principles involved in a drinking water plant. This demonstration developed for a general public lecture can be used in chemistry and biology courses for an ecological and environmental emphasis. (HM)

Describes a lab demonstration that illustrates the effect of different colors or wavelengths of visible light on plant growth and development. This demonstration is appropriate for use in college biology, botany, or plant physiology courses. (HM)

Presents an attempt to explore plant chimeras and to demonstrate the separation of genetically distinct tissue in a chimera using an easily grown scented geranium plant. (HM)

Presents three science programs developed as special topics courses at one of the two-year regional campuses of the Pennsylvania State University, Shenango Valley. The authors outline these programs in biology, physics and chemistry to illustrate their plasticity for program development and experimentation. (HM)

Discusses the problem of the protection of human subjects involved in educational research. Potential risks to which students participating in science education research may be exposed are discussed. The need for specific federal guidelines for protecting human subjects involved in science education research is suggested. (HM)

Presents some minicourses and equipment which college professors consider new in science teaching, such as: (1) the environmental educational minicourse of Virginia Polytechnic Institute and State University; and (2) multiple-choice testing without retyping. (HM)