Demonstrates how students can build a plankton net using common materials for environmental education. (LS)

Methods are described for an initial survey of trampling pressure and soil compaction, and their effects on both the soil environment and the plant community structure. (Author/BB)

Describes an introductory college science course for nonscience majors concentrating on climatology and meteorology. Student apathy and discontent with science is overcome through a historically relevant presentation of the subjects. Results indicate a significant stimulation of student interest in science. (SL)

Presents a mini-environment project as a valuable teaching tool for presenting ecology. The procedures for setting up a mini-desert in the classroom are presented as a model. Basic components of the mini-environment project are also included. (HM)

Examines the public's lack of understanding and interest in science. Places much of the blame on the perception of science as a dense yet pristine discipline divorced from everyday concerns. Criticizes the concept of science as independent of social construction and argues for instruction emphasizing relationships between science and society. (MJP)

Gives background material concerning solid waste pollution and describes 31 activities for students. Includes a list of films and references to be used, identified by grade-level use. (BR)

Describes two lessons on ecology for elementary students developed by four ecology students at the University of Georgia. (SL)

Suggests that ecology clubs utilize skin or scuba diving techniques to do ecological research. (LS)

The investigator, after surveying 70 leading teaching institutions throughout the United States and concluding that there were no environmental science education programs that were both inter- and intra-disciplinary in approach to preparing teachers to teach environmental education at the secondary level, developed such a program. Using a course…

Describes a one quarter introductory college physics course for nonscience majors which concentrates upon energy, energy systems, and relevant practical situations exemplifying energy laws. Results indicate the course is also suitable as a preparatory course for preprofessional students. (SL)

Suggests that teachers actively involve students in biological fieldwork through the use of self-guided educational trails. (LS)

Briefly summarizes a number of innovative programs in environmental science that are being used at the precollege and college levels. (JR)