Presents an investigative study in an introductory college-level microbiology course in which students work in teams to assess the bacteriological safety of a vermicompost facility on campus. (SOE)

Describes the reorganized introductory cell and molecular biology lecture course at the State University of New York at Binghamton that was designed to address the issues of lack of active student participation and the stress put on memorization rather than analytical skills. Emphasizes teaching the subject historically and empirically…

Described is an introductory life science course which introduces students to questions relating social values and science. Suggested lecture, laboratory, and discussion exercises are included. (SL)

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)

Describes the use of personalized instruction in an introductory biology course for nonmajors at the University of Wisconsin-Superior. (CS)

Described is a high school biology course that focuses on animal behavior in laboratory and field. A list of the topics covered in the course is provided. (SA)

Described is a science education program at Loyola University, Chicago designed for nonscience majors. Discussed are rationale for course offerings and course content. Emphasized is the need to reveal the nature of science and methods by which information is gained and theories formulated, rather than science content alone. (CS)

Describes an individualized general biology course, taught at Marymount College of Kansas, that encourages students to assume responsibilty for their own learning. (JR)

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)

Discusses several instructional strategies to meet objectives of a college level bioethics course. Includes an example of how a specific topic (death) is explored. Also includes examples of Personal Value Inventory, Five-Sort Value Inventory, and Bioethical Value-Clarifying Decision-Making model used by students in analyzing specific ethical…

Provided is a description of a volunteer program that offers experience to premedical college students through working in a large hospital. The volunteer experience is followed by the nursing assistant training program. The benefits of both are discussed. (Author/SA)

Describes a 16-week course in marine biology involving a class-coordinated investigation of a subtropical biotic fringing reef of Hawaii. Describes in detail the development of preliminary hypotheses regarding general cause-effect relationships on the reef, and the exploration of specific areas, such as chemical or physical factors. (CS)