Theory and practice are an odd couple. There is little doubt that theory deserves a place within today's primary classrooms. Pring (2004) suggests that theory is perceived as having come adrift from common sense. It is easy to see how, swept along in the daily pressures of the job, busy classroom teachers may question the relevance of seemingly…

Describes an approach to incorporating cooperative learning into the anatomy laboratory without diminishing the quality of instruction of the subject matter. Discusses the background, organization of groups and group tasks, evaluation of the approach, and potential disadvantages of cooperative learning. Contains 11 references. (JRH)

This document contains an annotated bibliography aimed at the teaching of the physical sciences at the tertiary level to those who wish to become more informed about teaching related research evidence and undertake science education research. The bibliography offers an overview of teaching and learning in the physical sciences and key references…

Describes a project involving the development, application, and evaluation of a virtual chemistry laboratory (VCL) that involves basic step-by-step laboratory procedures and simulates real laboratory activities. Presents the program in terms of tutorial, VCL, and evaluation, and a section that allows instructors to create their own tests. (KHR)

Describes the investigative learning method for use in college-level biology courses. Discusses the graduate teaching assistants' roles and the strategies they need to examine such as teaching and assessment. Uses qualitative and quantitative approaches for the evaluation of the program. (Contains 16 references.) (YDS)

This volume presents 64 abstracts of keynote and parallel paper presentations of the Irish National Academy for Integration of Research, Teaching and Learning's (NAIRTL) conference on the theme of flexible learning. The Flexible Learning conference was a joint initiative by NAIRTL and the Learning Innovation Network. The keynote presentations can…