Discusses the objectives of Outdoor Biology Instructional Strategies (OBIS), one aspect of the program (lawn communities) and the evaluation of this activity. Includes resultant recommendations. The evaluation criteria are suggested as a model to be used in either designing or in evaluating curricula. (BR)

This course presents the student with a performance approach to biology. Each technique is covered in standard lecture format and in guided, independent laboratories. Examinations and grading are competency-based and require knowledge of both the use and limitations of the techniques. (BB)

Describes an individualized introductory genetics course and its major outcomes: increased student achievement, a sense of self-achievement, more student confidence in their own ideas, as well as a program which costs less and can accommodate more students per instructor. (BR)

Briefly describes topics included in a seminar required for all new teaching assistants employed by the zoology department at the University of Maryland. (PB)

Describes in detail a program utilizing the study of marine biology to motivate students. (LS)

Evaluates a research paper-laboratory experience biology course developed in lieu of the traditional biology course. Results indicated this course to be of value as a way of showing students exactly how scientists work. It is recommended that this course not be a substitute for tradtional biology but be used to augment the understanding of…

Describes the methods used in a general-biology course at the College of Mount Saint Vincent and Manhattan College (Riverdale, New York) in which a problem solving approach is used in conjunction with the audiotutorial method of instruction. (JR)

An interdisciplinary course taught by a team of biology and social studies teachers in high school motivated students to work on various scientific and social problems. The course and the student's projects attracted considerable public attention and support. (PS)

Described is an action-learning secondary level biology course which combines science, English, and social studies. Guidelines for selecting topics to be presented and three detailed examples of topics that have been included in past courses are presented. (SL)

Describes a high school biology program based on the use of research papers, student interest areas, and selected topics. Time is provided for group work and individualization of instruction. (PS)

Described is a biochemistry program designed for highly motivated secondary students entering their junior or senior years. The course was organized around lecture-discussions, laboratories, and a research project. Student course achievement and evaluation feedback appear to imply that the biochemistry program was successful. (Author/MA)