Students need to reflect on the practice of science to fully understand the nature of science (NOS), which is an important component of scientific literacy. In this paper, the authors describe how to implement an explicit and reflective pedagogy in college science laboratories and share examples from their implementation in a multiple-section…

Discusses the use of a programed multi-image lecture approach for teaching a botany course to nonmajor students at the University of California, Berkeley. Also considers the advantages, production, method of presentation, and design of the multimedia lectures. (HM)

A method of utilizing a basic audio-tape format within a supervised self-instructional learning center was developed to provide students with the individualized approach to learning in courses with large student enrollments. (DF)

Reported is the development, trial and revision of a televised course in genetics. (PEB)

Discusses the desirability of offering introductory college chemistry courses in lecture-laboratory sections and in audio-tutorial sections. (SL)

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)

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)

Reviews the current state of computer assisted instruction and suggests future trends in computer use in education. Discusses methods of using computers in the educational process, research on effectiveness, educational research, applications of computers, major projects, programing languages, and problems with computer assisted instruction. (JR)

Discusses the use of self-directed learning in a large group class. Describes a workshop for developing group communication skills. (YP)

Briefly described is the Computer Managed Instruction (CMI) package used in the college chemistry program at El Centro College, Dallas, Texas. (PEB)

Describes experiences teaching biology for nonscience majors in Spring, 1967 by using taped-lecture and taped-documentary approaches. Indicates that, although pessimistic conclusions were arrived at, the documentary was superior to the taped blackboard lecture. (CC)

Presented is an analysis of Pringle's Paradox as an effective vehicle for developing insight into special relativity. (HM)

Describes changes in the testing and grading formats of a biology learning-for-mastery program precipitated by rising enrollments, loss of classroom space, decreases in the number of graduate teaching assistants, and student abuses of the system. (GS)