Compared the effectiveness of using guided-design or traditional approaches to study the energy problem in America. Examined to what extent students: (1) actually learned material; (2) perceived they learned the material; and (3) became more involved in discussing and considering solutions to energy problems. Includes course and guided-design…

Determined the possible long-term effects of a precollege Student Science Training Program (SSTP) conducted at Syracuse University from 1961 to 1974. Responses from completed questionnaires (N=114, representing a 33 percent response rate) were overwhelmingly enthusiastic and positive about SSTP. Includes actual student comments about SSTP and its…

Four papers are reviewed. They include a description of how instructional modules and small group problem-solving (PS) in a second-year plant anatomy course produced excellent PS skills and various ideas on PS in the context of chemistry. Also reviews guided-design as a strategy to help develop PS skills. (JN)

Contends that current efforts to resolve the crisis in science education will have very little impact on the problem as a whole. Suggests that preservice and inservice teacher education programs focus on helping teachers grasp subject matter and their capacity for abstract, logical reasoning. (JN)

An interdisciplinary approach to problem solving, planning, and implementation is the key to Xerox Corporation's development program for new engineers. The three major phases of the program are discussed. (JN)

Suggests that algebra, geometry, and recent history can be combined in lessons pertaining to an ongoing, relevant controversy related to paper sizes. Early paper sizes, International Standards Organization (ISO) paper sizes, the "golden rectangle," and paper sizes in the United States are discussed. (JN)

A Rapid City newspaper supports a question-answer column on science-related questions from local readers. Discusses development of the column, mechanics of setting it up, and why starting similar columns in other papers may help in getting science to the public. Sample questions with answers as they appeared in the newspaper are included. (JN)

Stereology is the study of three-dimensional objects through the interpretation of two-dimensional images. Stereological techniques used in introductory botany to quantitatively examine changes in leaf anatomy in response to different environments are discussed. (JN)

Describes the rationale for and objectives of a strategy in which students display projects in lieu of a final examination. Although no grading is attached to the "walk-through," participation is required for the course grade. Sample student projects reflecting the variety of display formats are also described. (JN)

Describes a strategy designed to alleviate two major problems of the lecture system in chemistry. The strategy involves presenting "station breaks" of historical and practical information during lectures to reduce boredom and the ignorance of the history and commercial importance of chemistry. (JN)

A group of 33 individuals toured the People's Republic of China and the Soviet Union under auspices of People-to-People International. Physics education in and general impressions of these two countries as well as problems and values associated with this kind of travel program are discussed. (JN)

Reviews a six-part series (available as 16mm film or videocassettes) in which actors portray scientists lecturing on various topics/issues. Scientists portrayed include Louis Pasteur, Charles Darwin, William Harvey, Gregor Mendel, William Beaumont, and Hans Spemann. Also reviews a film detailing construction of the Multiple Mirror Telescope on…

Describes the Whimbey-Lochhead approach to help students develop problem-solving skills, providing instructions for using the approach in instructional programs. Includes a list of 70 tactics or heuristics used (or misused) in problem solving. Other ideas and information from books and articles on problem solving are included. (JN)

Suggests that exposure to science should not be confused with understanding science or with scientific literacy. Indicates that in spite of taking science classes, few students come through this experience with more than a fleeting glimpse of science, and fewer still retain any lasting impression of the scientific world. (JN)

Discusses types of mass media suitable for use in science classrooms. Types of media, limitations, and instructional strategies are provided. Also provided are three case studies illustrating their use. Comments on making media available to students and an annotated list of several resources are included. (JN)