Describes the testing of a "coursette" model of instruction designed to stimulate interest in geology among students at the University of South Carolina. (Author/SA)

Southern Illinois University School of Medicine's personalized teaching system has the following features: students are provided with behavioral objectives prior to instruction; passing levels for tests are set in advance and are independent of class performance; and the program is divided into small units and students are tested frequently. (LBH)

Provides an account of the instruction of university-level introductory physics courses using a framework characterized by curiosity-driven inquiry in science and science teaching. Describes the role of the instructor as providing students with the incentive to learn science through their pursuit of personally meaningful questions. Contains 25…

Described is a course designed to better prepare students for employment in chemical industries. A course schedule for this interim course and a list of sources of speakers and speaker credentials is provided. (CW)

This article reports the status of an undergraduate course in introductory physics at the University of Ulster and its success over the past 11 years. The original plan, problems, changes, and an assessment of the course are discussed. Lists 11 references. (YP)

Outlines the different alternative assessment strategies used by different biology instructors at Florida State University, each teaching a section of a new biology course for prospective elementary and early childhood teachers. Provides suggestions for similar relatively small classes as well as for large college classes. (JRH)

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…

Describes an introductory physics course at the University of the Western Cape that shifted its fundamental approach from a mathematical focus to a conceptual focus based on verbal and written articulation of understanding. Reports that this approach enhanced student understanding of introductory physics. Contains 21 references. (JRH)

Introduces a "cafeteria-style" grading (CSG) approach in science instruction which allows students to decide on the course components and their weight in evaluation. Considers student success, motivation, and self-awareness for the evaluation of CSG. Uses portfolios, writing assignments, web page development, and traditional evaluation methods for…

Introduces a laboratory science course addressing scientific literacy. Includes three interrelated student projects for the laboratory section of the course. (Contains 27 references.) (YDS)

Describes a multidisciplinary, team-taught introductory course on water. Focuses on the chemistry section of this course which used a systems approach to introducing students to the aquatic chemistry of natural systems. (Contains 16 references.) (Author/ASK)

Two linked courses examining conservation science and art history of 17th-century Dutch painting are described. The two courses have been taught on campus and, most recently, as study-abroad courses in collaboration with the Center for European Studies, Universiteit Maastricht, The Netherlands. The highly interdisciplinary courses are intense, yet…

This article discusses ways in which secondary polytechnical schools in Russia can acquaint pupils with the basic ideas of applied chemistry. Students must be guided so that they can choose a vocation in accordance with their personal inclinations and the needs of society. (Author/RM)

Describes a technical writing course that meets the needs of students in English and the sciences. (RB)

Media is used as a supplement in a science education program based on the inquiry method. Students work in small groups and rotate from station to station. (STS)