Reports the results of evaluation of specified student and course objectives by teacher ratings and test results. Includes a discussion of the evaluation of the materials as a result of formative evaluation. (AL)

Reports the findings of evaluations of the trial versions of the course, concentrating on the aspects that appear to have significance for biology teaching in a wider context." (AL)

Compares scores obtained on a practical examination" with those awarded on the basis of six laboratory investigations over one year. Reports no significant differences in assessed performance, but teaching advantages suggest the continuous assessment is advantageous. (AL)

Audio-tutorial instruction is at least as effective as lecture-laboratory teaching, and negative retention span. (AL)

Historical records of the past 200 years can help ecologists reconstruct past environments and demonstrate how activities of landlords and farmers affected the natural environment, and how the contemporary distribution of plants and animals evolved." (AL)

Conventional lecture-discussion of a biology unit on plants, animals, and environment" was compared with present action via a programmed text. There were no significant differences between students' scores on immediate and delayed post-tests attributable to instruction by programmed text or normal class instruction. (AL)

Guided discovery was more effective than students performing cook book" experiments or being instructed in a didactic manner when similar curriculum materials were used. The results hold for various mental ages. (AL)