Evaluated was achievement by college freshman students in a chemistry laboratory course. Twenty-eight sections, a total of 292 students, were grouped into six sections with written direction in a structured laboratory experiment schedule, six sections with verbal direction in a structured schedule, and sixteen sections with an unstructured…

This is one of several study guides on contemporary problems produced by the American Association for the Advancement of Science with support of the National Science Foundation. This guide is designed to be used by teachers at the undergraduate college level and by college students intending to become teachers. The guide includes eight units: (1)…

The organization of a project on the topic of communications is detailed, and examples of some of the workcards used with the project are provided. Two open'' problems along with some student responses are also included. For the first article in this series, see Volume 1 Number 7 pp9-10, November 1972. (DT)

This series of four text-workbooks was designed for tenth grade mathematics students who have exhibited lack of problem-solving skills. Electric desk calculators are to be used with the text. In the first five chapters of the series, students learn how to use the machine while reviewing basic operations with whole numbers, decimals, fractions, and…

Describes a course used to teach freshwater ecology to graduate and undergraduate students at the University of Michigan Biological Station. Explains how students receive an introduction to lake ecology and work on applied resource management questions concerning local lakes and streams. Gives case study examples. (SB)

This document begins with a discussion of the author's approach to instruction in a mathematics laboratory. This discussion includes an enumeration of types of desirable or necessary equipment and advice on the management of a laboratory. The author examines issues related to achievement and readiness for more traditional school experiences in…

Describes problems encountered in teaching a problem-centered undergraduate organic chemistry laboratory course. No text is used for this type of course; the students are encouraged to plan their own experimental routes. (MLH)