Describes an individualized introductory genetics course and its major outcomes: increased student achievement, a sense of self-achievement, more student confidence in their own ideas, as well as a program which costs less and can accommodate more students per instructor. (BR)

Describes an individualized exercise designed to acquaint students with the influence of biological sciences on culture, economics, politics, and social systems. The exercise requires student investigation and reporting on a socially controversial science related subject. (SL)

The Systems Alternatives Project is an attempt to develop open classroom alternatives within a modular scheduling system. Biology students are given both action and test objectives that emphasize individualization. Structure of the project is detailed and an attempt to analyze the project evaluation data statistically is included. (MA)

Compared group and individualized methods of teaching Blue Version" Biology and found that the individualized approach produced higher scores on the BSCS Comprehensive final examination, the Test on Understanding Science, the Facts About Science Test, The Watson-Glaser Critical Thinking Appraisal, and the Prouse Subject Preference Survey.…

Describes the Inquiry Role Approach for biology in which group work leads to enhancement of attitudinal, social and inquiry skills. (LS)

Discussed is one teacher's method of teaching students to use various marine and scientific apparati while studying important relationships within the ecosystem. A data retrieval chart is included with questions and problems to ask about the data, along with information on how to interpret the data chart. (MA)

Describes the ERAT (electronic-response and audiotutorial modes of instruction) system which is used to teach biology to non-science majors at Ball State University. Outlines the course content, the student activities involved in using this system, the role of the instructor, and the value of technology in education. (JR)

Author conducts preservice education for science teachers by engaging students in modules stressing contemporary issues. Basic features of the modules include providing individualized instruction and stressing the interdisciplinary aspects of pure applied and social sciences. (PS)

The development of autoinstructional science kits by students in science methods courses (is) a viable self-instructional technique, useful in fostering an awareness and understanding of science-teaching methods and their application." (Author/AL)

Reiterates the need for freedom in science teaching to responsibly interpret the findings of science to students and the lay public without fear of reprisal. (BR)

Described is a program developed and used by two teachers to individualize instruction and overcome student apathy in their biology classes. A book, "An Approach to Teaching Biology, Student Guide to Learning," was developed to supplement the textbooks used. The physical rearrangement of the classroom was also considered imperative. (EB)