Expresses concern over recent actions by coalitions of neighborhood activists and animal rightists in the San Francisco area that are seeking to block new biology laboratories. Argues that costly delays and disurption of research could result. (TW)

Addresses whether or not science laboratory activities should become a thing of the past. Discusses the impact of the curriculum reforms of the 1960s and 1970s, physical restraints which cause teacher overload, rationale, and objectives of laboratory work. (RT)

The author proposes a design for science instruction in the middle school years, ages 9-13. (SJL)

Provides the National Science Teachers Association guidelines to enrich education by encouraging students to observe living organisms and to learn proper respect for life. Major areas include: care and responsibility for animals in the classroom; experimental studies of animals in the classroom; and research investigations involving vertebrate…

The advantages of using invertebrates in teaching physiological principles are discussed. The ability to illustrate with greater clarity physiological principles, the range and variety of physiological processes available for examination, and the unlimited possibilities for student research are topics of discussion. (KR)

Suggests a threefold rationale for practical work in science: in developing laboratory skills, in learning to work as a scientist, and in acquiring a feel for phenomena. Three types of pupil practical work (exercises, investigations, and experiences) are then discussed. (Author/JN)

Discusses and suggests some solutions for three problems related to chemistry laboratory management, including disappearance of teaching assistants, check in/out procedures, and slow students. (YP)

Various research studies designed to enhance knowledge about the earth's core are discussed. Areas addressed include: (1) the discovery of the earth's core; (2) experimental approaches used in studying the earth's core (including shock-wave experiments and experiments at high static pressures), the search for the core's light elements, the…

Criticizes the way organic chemistry teaching laboratory experiments are approached from the viewpoint of physical chemistry. Compares these experiments to cooking. Stresses that what matters is not the practice of the finger skills of organic chemistry but practice in the style of thinking of organic chemists. (CW)

Describes use of computer simulation which generates bird songs so that students can analyze song motifs and sequences as an introduction to descriptive analysis of behavior in an animal behavior course. Advantages of the simulation are discussed together with computer hardware/software needed and data presentation, analysis, and generation…

Discusses the problem of serious dangers in current and backlist chemistry experiment books. Discarding of older books and careful evaluation of the dangers inherent in newer books are recommended. Safe alternatives are suggested, including some criteria for evaluating dangers, and a safer approach used by a current author. (EM)

Summarizes the report on undergraduate education in biology published by the National Science Foundation. Discusses the problems and recommended solutions for each of three areas: laboratories and course development; enhancing the quality of teaching; and recruitment and retention of students. (YP)

Summarizes viewpoints on the use of animals in science experiments in the biology classroom, including those of teachers, education researchers, biomedical scientists, science education administrators, and animal welfare advocates. (Author/CS)

Provides a point of view that the organic lab is a good place for the student to use and learn problem solving skills while performing the cookbook experiments. Notes that an equilibrium between the theoretical and practical aspects of organic chemistry should be established. (MVL)

Reviews the work of the Commission on Undergraduate Education in the Biological Sciences (CUEBS) from 1964 to 1972. Suggests that now is the appropriate time to reassess their efforts, to build on their successes, and to use their experience to attack some of the continuing problems facing biology education. (21 references) (KR)