Assessed the level of cognitive demand inherent in the manner in which students were held accountable for activities and tasks in seventh grade life science classes. Notes that most tasks placed minimal cognitive demand on students, as they involved copying or simple step-by-step procedures. (SKC)

Activities, experiments, computer programs, equipment, procedures, demonstrations, and teaching techniques are provided for a wide variety of topics in the biological and physical sciences. They include an improved apparatus for measuring rate of photosynthesis, procedures for making rainbows and measuring stomatal openings, and others. (JN)

Results of this study suggest that diagrams provide different types of information for ninth-grade students (N=273) and that learners process each type differently. Flow diagrams running across a page from either left to right or right to left, or with or without drawings of dinosaurs, were used. (JN)

Describes Waunakee Community School's six-week Summer Science Program for students entering the seventh grade. Students are selected for this science enrichment program on the basis of interest, ability, and maturity. Program content includes wetlands, forests, prairies, and animals, concluding with a camping trip. (DS)

Several potential safety problems are identified relative to science teaching: the use of bottled gas or alcohol lamps as heat sources, the hazards of Millon's Reagent for testing for proteins, and the use of silicon tetrachloride to demonstrate properties of chlorides. Science teachers are also warned about potentially dangerous procedures…

The use of live animals in the secondary school laboratory is discussed along with suggestions for increasing the use of live animals and challenges to those teachers who restrict this use. (SA)

A paper model which is designed to give students a hands-on experience during lecture and blackboard instruction on DNA structure is provided. A list of materials, paper patterns, and procedures for using the models to teach DNA structure and replication are given. (CW)

The use of living animals in the classroom is discussed. A checklist of ideas to remember when considering housing animals in the classroom is provided. (CW)

Contrasted are DNA viruses, RNA viruses, and RNA retroviruses. The structure, genome, and replication of retroviruses are discussed. The discovery, structure, and action of the HIV virus are described. A list of 17 references is included. (CW)

Discussed are hazardous substance regulations in Great Britain which effect science teaching at the secondary and college level. Included are background information, immediate implications for schools and colleges, and risk assessments concerning biology classrooms. The responsibilities of Local Education Associations are highlighted. (CW)

Describes a mouse skeleton reconstruction activity from owl pellets. Gives information about the materials, directions for students, and a five-day unit schedule. Provides some owl pellet sources. (YP)

Presented is an analysis of published research on students' conceptual development in the life sciences with the intent of providing information on the trends and content of those studies. A list of 128 references is appended. (CW)

Presents techniques used for disinfestation of plant material, preparation of equipment and media, and laboratory procedures for tissue culture using cauliflower. Details methods for preparing solutions and plant propagation by cloning. (CW)

The diversity of life is an irreplaceable asset to humanity and to the biosphere. It provides both immediate and long-term benefits, and its maintenance is essential to sustainable development worldwide. Components of life that vanish in the next decades will be gone forever; those that remain will provide future options for humanity. This…

Critical pedagogy, an ideology which opposes education as domination, views knowledge and learning as constructed by the student and teacher together. Its goal is personal and social emancipation and empowerment. The purposes of this paper are to (1) indicate problems in science education which can be addressed by teaching science from a critical,…