Suggests that the responsibilities (1) to impart scientific knowledge, and (2) provide a feel for scientific investigation," be conducted separately based on an analysis of scientific creativity. (AL)

Students debating in a controversial scientific issue were asked to defend the position opposite to that which they initially held. The technique produced much student involvement and exposed students to the professional literature. (AL)

Outlines the introduction of audio-tutorial (A-T) methods of teaching a general biology course, including facility planning, costs, and problems encountered. Presents data indicating that good students achieved higher grades with A-T than with conventional courses, but lower achievers performed at about the same level with either method. (AL)

Students studying a biology course by audio-tutorial or conventional lecture-laboratory methods differed in achievement on course examinations, with the A-T group scoring significantly higher on the total test and 3 of the 9 subtests. (AL)

Studies in field biology should be encouraged and given their right place in curricula. (PS)

Recommendations regarding junior college curriculum development, content, and transfer policies for science credit. Suggestions are also given for the preparation, teaching loads, technical assistance, leave, research and improvement programs for faculty. (AL)

Organized field trips in the tropics proved to be an effective way to gather new information about ferns. The areas of study covered were: systematics and ecology, cytology and gametophyte structure, and morphogenesis and physiology. (PS)