Describes a program that involved classroom instruction in advanced mathematics, a visit to the Mathematical Sciences section of Oak Ridge Laboratory, talks by faculty members on their interests, work with mentors on student research activities, and various recreational activities. Includes a list of projects and students participating. (RT)

Introduces a research activity program in which 10 students worked during the summer as part of a team that developed software for a larger project. Lists names of students, the professors with whom they worked, and their research efforts. (RT)

Explains the need, general guidelines, expectations, and advantages of student involvement in research at the undergraduate level. Lists selected research projects conducted by students at Burlington County College. (RT)

Discusses the partnership that exists between a zoo and a college in the linking of research and teaching in undergraduate education for the preparation of future scientists. Lists zoo-related projects conducted by various fields of study. States that this type of relationship promotes student interest in science. (RT)

Examines two instructional strategies, the traditional and learning cycle approaches, and compares them with regard to the variables of sequence, format, and necessity. Concludes that students exposed to the laboratory and discussion type had higher test scores than those in the lecture or reading groups. (Author/RT)

Examines the psychology of learning and its application to work in the laboratory. States that the working memory capacity of students is limited; therefore the amount of information they can process needs to be controlled and "recipe following" in the laboratory is perfectly reasonable. (RT)

Considers research concentrating on the correlation between knowledge structure and learning. Suggests implications of this research to classroom teaching. Cites characteristics of unsuccessful and successful problem solvers. (RT)

Discusses benefits, costs, locales, class recruitment, field supplies, timing, and testing methods. Provides a listing of Caribbean marine field stations routinely available to college classes. (MVL)

Discusses the lack of study skills found among non-science majors. Provides examples of how science courses differ from other courses. Gives some methods to help students study more effectively. (MVL)

Presents an identification method which uses the process of elimination to identify pollination systems. Provides the polyclave key, methodology for using the key, a sample worksheet, and abbreviation codes for pollination systems. (MVL)

Describes a study in which students were required to write for five minutes after class on topics that interested them during the lecture. Reports a significant effect on achievement in a vertebrate biology class. Notes that no difference in attitude was found. (MVL)

Presents an experiment to measure the threshold limit of the adhesion of water. Discusses types of thresholds and pseudo thresholds. Provides 13 examples of thresholds in science. (MVL)

Discusses the Bradford Plan's general education core curriculum which includes a course in scientific literacy. Advocates an understanding, awareness and appreciation of the science field. Provides the course objectives and outline. (MVL)

Describes the Development and Promotion of Science and Technology Talents Project, Thailand's solution for meeting its country's need for scientists and technologists. Provides information on the six participating universities. Notes that the program includes secondary and higher education. (MVL)

Discusses a questionnaire sent to 763 Society for College Science Teaching members to identify problems of teaching nonmajors. Notes the questionnaire had a high return rate. Lists the eight major problems: post negative experiences; motivation; what to teach; abstractions; how to introduce relevance; staying power; inquiry material; and…