This study sought to determine which journals are read by Texas life science teachers and the relationship between reading practices and sex, teaching certification, professional degree attainment, and teaching experience. (MNS)

A questionnaire was sent to the 385 public schools in New York State that had indicated they offered at least one advanced science course. A summary of data provided from 232 questionnaires returned is presented. One finding is that the most common advanced course offered was in the biological sciences. (JN)

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)

The primary concern was the extent to which life science concepts occurred in selected secondary-school life science textbooks. Ecology concepts were the most widely and evenly distributed in junior high textbooks, and physiology terms were the most frequently occurring for senior high books. (MP)

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)

Presents arguments against the recent "punctuated equilibrium" point of view expressed by evolutionists Stephen Jay Gould and Niles Eldredge. Reviews evidence for continuous and gradual change, as recently cited by four anthropologists in the July 9 issue of "Nature." (CS)

Described is a school project to investigate aggregations in flatworms which may be influenced by light intensity, temperature, and some form of chemical stimulus released by already aggregating flatworms. Such investigations could be adopted to suit many educational levels of science laboratory activities. (DS)

Models, based on Gowin's Epistomological V model, are presented which are intended to be useful in illustrating ideas to students about how knowledge is acquired and how to relate laboratory work to the concept being learned. (SA)

Describes a game that illustrates the principles of population genetics and helps explain the occurrence of evolution through changes in gene frequencies. Demonstrates the importance of genetic variability in evolution: winning is achieved by a player's species becoming "completely heterozygous" for six characteristics. Players move directed by…

Described is an investigation of the contributions of genes and environment to a quantitative character using readily available varieties of dwarf beans. Included are a list of materials, typical results, and a student instruction sheet. (CW)

An activity that can be used to teach plant nutrition and the use of hydroponics is presented. Materials and procedures are discussed. Possible topics for science projects are suggested. (CW)

Plant material can be used for classroom investigations of factors influencing infection. Plant responses to infection can be used as teaching models for animal as well as plant diseases. Three activities are discussed. (Author/CW)

Described is The McKusick Catalog of human genetics. This article discusses how biology instructors could make use of this reference and answers specific questions regarding its use. (CW)