Interviews with 84 students (12- to 16-year-olds) suggest they have a poor understanding of biological education. Students' responses, question context influences, age trends, and implications for biology teachers are discussed. Among conclusions are: (1) Most students use teleological and anthropomorphic explanations; and (2) evolution should be…

Proposes that the concept of evolution be used to integrate and link topics in biology syllabi. Justifies and cites advantages of teaching biology from an evolutionary viewpoint, providing specific examples of implementation possibilities. (ML)

Discusses the instructional potential of Chlamydomonas in providing a basis for a range of experimental investigations to illustrate basic biological phenomena. Describes the use of this algae genus in studies of population growth, photosynthesis, and mating behavior. Procedures for laboratory exercises are included. (ML)

Explains how simple models of easily assembled materials can help teach the workings of human joints. Provides specific suggestions for demonstrating the structure and operation of fixed joints, slightly movable joints, and freely movable joints. (ML)

Offers perspectives on natural selection and the phenomenon of altruism. Presents evidence for and against the theories that evolution acts essentially on genes, on individuals, on kin, or on larger groups. (ML)

Investigated secondary-level students' (N=66) understanding of three-dimensional structures in biology. Results suggest that student performance is highly correlated with age, scientific ability, and sex. Suggestions for instructional improvement in spatial relationships are offered. (ML)

Proposes that leaf yeast serve as quick, inexpensive, and effective techniques for monitoring air quality. Outlines procedures and provides suggestions for data analysis. Includes results from sample school groups who employed this technique. (ML)

Investigated common belief patterns secondary school students (N=84) have about inheritance, noting the most prevalent misconceptions about genetics which occur at different age levels. Implications based on findings and suggestions for teaching lower secondary courses are included. (ML)

Identified some of the misconceptions held by secondary science students (N=232) related to selected ecological concepts and generalizations. Lists the alternative conceptions expressed by these students on food chains and energy flows and pyramids. Offers perspectives on dealing with the sources of the misconceptions. (ML)

Conventional sellotape techniques for fungal mounting produce interference patterns when using Normarsky microscopy. A technique is described which overcomes this problem and produces a permanent mount with a completely clear background. (Author/JN)

Describes procedures (recommended for both secondary and college levels) to study mitosis, Giemsa C-banding, reproductive phenomena (including alternation of generations), and phototropism in mosses and liverworts. (JN)

Discusses: (1) the fluid mosaic membrane structure and light reactions of photosynthesis as exemplified by the Hill and Bendall "Z-scheme"; (2) the arrangement of light-harvesting pigments, electron transport components, and ATP synthesis on chloroplast membranes; and (3) how these topics are treated in A-level textbooks. (JN)

Over 600 students taking advanced level biology in more than 130 schools were surveyed to investigate the relationship between their attitudes toward fieldwork and factors associated with fieldwork teaching. Responses given by the students and their teachers are presented and discussed. (Author/JN)

Currently, there is much research work investigating the teaching and learning of plant nutrition in several different countries. This article briefly summarizes the findings of some of this work, including the work undertaken by the Children's Learning in Science Project. (Author)

Argues that the meaning of the word "symbiosis" be standardized and that it should be used in a broad sense. Also criticizes the orthodox teaching of general principles in this subject and recommends that priority be given to continuity, intimacy, and associated adaptations, rather than to the harm/benefit relationship. (Author/JN)