Reports on an investigation of self-pacing in an undergraduate personality course taught by the Keller method. Results indicate that grade point average is related to rate of progress, but that even the weaker students can achieve mastery. (GS)

Describes an investigation undertaken to evaluate whether or not the Purdue experimental program, through its concrete curricular materials and inquiry-oriented procedures, had been successful in promoting formal reasoning abilities in its students. Results indicated that concrete curricular materials and problems can promote the development of…

Describes an interdisciplinary kinesiology course which incorporated a minicourse on the physics of sports. Outlines the topics treated in the minicourse and reports findings of student gains in both the affective and cognitive domains. (GS)

Reported are some findings from a study designed to discover the opinions of science educators about the procedures they used in the development of audio-tutorial (AT) lessons and/or minicourses. (PEB)

Describes the rationale and incentive for the development of investigative laboratories at the University of Nebraska. Details the training and continuing support system that allows the utilization of a largely undergraduate student teaching staff. Outlines problems created by the nature of the students enrolled in the course. (GS)

Identifies three categories of specific aptitudes pertinent to success in school. Cites research that indicates a person will learn more effectively if material is presented in a mode matched to his aptitude profile, and advocates consideration of this in preparing instructional materials or selecting textbooks. (GS)

Describes a microbiology course which involves the students in a project requiring the isolation and characterization of microorganisms from selected habitats. Outlines the instructional technique employed, possible difficulties with the project, and advantages of the project approach. (GS)

Reviews, summarizes, and evaluates the research on audio-tutorial (A-T) instruction and attempts to provide some direction for future studies. Studies reviewed are grouped by type and include comparative methods studies, trait-treatment interaction studies, and studies of instructional variables. (GS)

Describes a course in introductory biology which utilized a teaching strategy emphasizing process rather than content. The strategy involved team teaching and a research paper/laboratory technique involving the students in decision making and the processes of scientific method. (GS)