Reviews recent research on problem solving, summarizing differences between problem-solving styles of novices and experts. Also describes a text by Daniel Solow ("How to Read and Do Proofs"). Includes chapter titles for the text useful for students who wish to improve their understanding of mathematical reasoning. (JM)

Provides a brief overview and sources of more detailed information on National Science Foundation (NSF) projects investigating the use of computers in science education. Selected projects are discussed which exemplify efforts being made to improve science instruction at all levels: K-graduate, and professional continuing education for scientists,…

Presents a critical review of laboratory adaptations for visually impaired students in general science, biology, chemistry, and physics over the past 30 years. Learning modes used by these students (since these are considered when making adaptations) and ways students benefit working independently in a science laboratory are discussed. (JN)

Describes a course which focuses student activities on the preparation of an environmental impact statement. The course provides undergraduate/graduate students with an intensive field ecology experience which exposes them to scientific principles of biology, environmental analysis, and quantitative sampling methods. Includes course format,…

Courses not appearing in Elmhurst's college catalog are offered during an interim period (January). These courses provide students with innovative educational experiences apart from the traditional curriculum. Development and description of an interim biology course in the Caribbean are discussed. Includes texts used, on-campus orientation, and…

Conventional, standard scores, deviation-weighted, weighted root-mean-square, and geometric-mean grading methods are described, noting strengths/weaknesses of each. Methods are compared to aid in selecting the most equitable one. Also shows that grades depend not only on student achievement but also on the way the teacher determines a grade. (JN)

The Mole Concept is a learning cycle (patterned after University of Nebraska-Lincoln's ADAPT model) for the chemical unit "mole." Discusses objectives and activities involved in each phase of the cycle: exploration, invention, and application. Indicates the cycle is superior to traditional lecture-demonstration for teaching the abstract mole…

Three-phased learning cycles (exploration, invention, application) were introduced into general chemistry laboratories at Northland College (Wisconsin). Discusses each phase and its use in a learning cycle on the functional groups of organic compounds. (JN)

Discusses development of a research program in the chemistry department at Sir Wilfred Grenfell College, a regional campus of Memorial University of Newfoundland. Considers both chemical and chemical education research programs and difficulties encountered in their development. Indicates advantages in conducting educational rather than scientific…

Compared attitudes, interests, and values of students in physical geology and environmental earth science courses. Significant differences were not found as indicated by comparisons of precourse/postcourse scores. Interpretation of the results and descriptions of the two courses are provided. (JN)

In November 1982, 10 college physics teachers visited universities and other sites in the People's Republic of China. Discusses this tour, focusing on the quality of life in China and physics at Chinese universities. The latter discussion includes various aspects of physics curriculum, instruction, and research. (JN)

Describes a college-level course designed to increase students' scientific, technological, and ethical literacy. The course has no prerequisites and satisfies either a science or humanities elective. Course content and teaching methodology are included. (JN)

Planetarium presentations at Ball State University have been integrated into a science and society course titled Colloquium in Science and Mathematics. A brief description and educational objectives for six of the presentations are provided. (JN)

Describes an interdisciplinary, lecture/laboratory course titled "Origins of Life." Includes rationale for the course, course objectives, course outline, list of developed laboratories, and results of course evaluation. (JN)

Describes general interest courses in physics, discussing enrollment patterns, philosophy and structure of the course, course goals, teaching methods, and student performance. Includes an outline of the laboratory syllabus for the course dealing with physics and the automobile. (JN)