Described is the production of a simple 30-minute super 8-mm film as a joint student-teacher effort. The film was a study of the ecology of the Santa Ana River. (RH)

Describes the sturcture and asexual reproduction of the fungus Pilobolus and outlines a number of experiments with this organism that are suitable for secondary school biology students. (JR)

This laboratory exercise integrates the topics of cell structure, classification of living organisms, and evolution. It is suitable for secondary or college biology courses and was used in an interdisciplinary science course for nonscience majors. (BB)

A variety of technical occupations that involve biological or life science education are discussed. These technical occupations are divided into agricultural, biological, marine science, and medical areas. (MDR)

The TAPE TUTOR is an electronic device which provides the means for reliable recognition of correct responses to recorded questions. (BB)

Describes knowledge and attitudes regarding human genetics and biology among a sample of high school students. Also describes how the tests they use serve their interests in these two topics. (BB)

The results reported were obtained from surveys of high school and college teachers conducted in the spring of 1977. (BB)

Discusses eighteen minicourses developed from material contained in BSCS biology yellow, green, and blue versions. (BB)

Discusses the problem of mastering terminology, the role of language, and the structure of terminology in biology education. Provides a checklist for the presentation of science terms. Describes complexity of biological terminology and the difficulties often encountered by students. (CW)

Discusses career opportunities, related to the biological sciences, that do not require extensive academic training. (JR)

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)

The author advocates the expression of wonder and excitement in biology teaching in order to convey the fresh joy of discovery to young students. (SA)

An explanation is given of the three cognitive style dimensions and the instruments that are useful in determining students' learning style. Special emphasis is on application to instruction in biology. (SA)

Described is a study which (1) examines opinions and attitudes of students towards various aspects of using living animals in studying biology and (2) identifies variables that affect student attitudes and opinions. Results include the finding that most students clearly favor live animal studies. (CS)

Outlined is a water ecology unit included within a one-semester field biology course for upper level high school students. Activities described include a visit to a water treatment plant, an abiotic stream study, a biotic stream study, interactions and questioning topics, and individual projects. (CS)