Examined is the extent to which teachers actually hold pseudoscientific beliefs. Described are the study design, sources of pseudoscientific belief, and correlates with various types of pseudoscientific beliefs. Results indicate that many high school biology and life science teachers endorse these beliefs. Implications of this study are discussed.…

Prescriptions for improving student understanding and problem-solving performance related to transmission genetics are discussed. Research on novice/expert problem-solving in transmission genetics is reviewed. (Author/CW)

Describes an apparatus that facilitates the quantitative study of fermentation in yeast by allowing simultaneous measurements of fermentation rates in several treatments and a control. Explains a laboratory procedure in which the apparatus is used. Several suggestions for further investigations are included. (Author/RT)

Finding ways to demonstrate microscopic phenomena and contending with life science students' lack of interest in physical principles are two problems in laboratory courses. Describes a clinical laboratory test for parasite infection that can be used to effectively solve both of them. (RT)

This report describes an integrated life science/physical science HyperCard library used to enhance active learning and interdisciplinary classroom strategies. The rationale for the design of multitier problem sets as part of the library is discussed and examples of multitier question groups are given. (33 references) (LZ)

Used multiple-choice instruments and classroom observations of elementary education majors (n=116) to examine the importance of cooperative incentives and heterogeneous grouping in cooperative learning. Results indicate no differences in the achievement of students in the group accountability and individual accountability conditions and do not…

Describes the use of constructivism in teaching human anatomy. Provides directions for constructing arm-hand and leg-foot models that include extensor and flexor muscles and that are easily and cheaply constructed. Lists resources that provide ideas for using such models depending upon the curriculum implemented in a school or the course that is…

A science teacher describes his experience at a workshop to learn to teach the Cold Spring Harbor DNA Science Laboratory Protocols. These protocols lead students through processes for taking E. coli cells and transforming them into a new antibiotic resistant strain. The workshop featured discussions of the role of DNA recombinant technology in…

Explores the learning approaches of males and females and their subsequent biology understanding and achievement. (ZWH)

Contends that mud dauber nests--which are widely available, safe, inexpensive, and easy to use--offer a novel and highly motivating way to teach ecological concepts to life science students at many grade levels. Presents background information for teachers, details classroom-tested methods for nest dissection, provides keys to nest contents, and…

This study attempted to determine which combinations of student, teacher, curricular, and task factors characterize effective life science instruction, where effectiveness is defined as the acquisition of scientific literacy. The framework of scientific literacy used includes five teacher behavior components: (1) explaining science content; (2)…

THE AREAS OF STUDY ARE--LIVING THINGS, OUR GROWING BODIES, AIR, WATER, AND WEATHER, THE EARTH AND ITS COMPOSITION, THE SOLAR SYSTEM AND BEYOND, AND MATTER AND ENERGY. THOUGH THESE ARE DIVISIONS FOR PURPOSES OF CLARITY, THE TEACHER SHOULD CONTINUALLY POINT OUT HOW THEY OVERLAP. EACH SECTION HAS A SIMILAR FORMAT CONSISTING OF--AN EXPLANATION OF THE…

This guide is designed to assist teachers in involving students in individual or small group laboratory investigative experiences in the life sciences. Each of the 22 experiments contains a prelab and postlab section for teachers and a detailed procedures section for students. (Author/CO)

Considers the importance of the development of fundamental concepts in chemistry. Proposes an "anticipative" chemical education which would foster a more complete understanding of life sciences. Discusses widening the scope of chemistry and providing a better understanding of brain chemistry. (TW)

Outlines activities for each of eight science process skills (observing, using space/time relationships, classifying, using numbers, measuring, communicating, predicting, and inferring). Directions for the activities (all of which use sea shells) are included. (DH)