Textuality is often thought of in linguistic terms; for instance, the talk and writing that circulate in the classroom. In this paper I take a multimodal perspective on textuality and context. I draw on illustrative examples from school Science and English to examine how image, colour, gesture, gaze, posture and movement--as well as writing and…

Discusses the Nuffield Science Project and contrasts its philosophy with traditional science instruction in Britain. Describes aspects of the chemistry curriculum which reflect the aims of the Project, and outlines some radical changes that have taken place in examinations in science. (JR)

Describes the science courses taught in year 11 science at Elizabeth High School in Australia. Includes descriptions of the special teaching methods and curriculum materials specific to each science area. (MLH)

Discusses use of concepts from system analysis to present principles of environmental chemistry at introductory or advanced levels. (SL)

Describes challenges to presenting a course in problem solving. (SL)

Describes the main features of the personalized system of instruction (PSI) or Keller Plan, and outlines the advantages and disadvantages encountered in implementing this instructional format in a freshman non-major biology course. (JR)

Two introductory biology courses which are given as service courses for agriculture students have been broken down into small conceptual units (mini-courses). Students cannot fail the course and are awarded a C grade when they have reached a predetermined level of mastery in each level for any unit, they may revise the unit and retake the test. If…

Explains a modified approach to PSI physics courses, where group interaction takes place through problem solving sessions held on a regular basis, and which the students are required to attend. (GA)

Describes a college microbiology course in which traditional lectures were abandoned in favor of guided learning objectives and student initiative. A statistical analysis of the data indicates that student achievement on the nonlecture-plus-lab system was not so great as on the traditional lecture-plus-lab course. (JR)

Describes the methods used in a general-biology course at the College of Mount Saint Vincent and Manhattan College (Riverdale, New York) in which a problem solving approach is used in conjunction with the audiotutorial method of instruction. (JR)

Presents some problems for quantum chemistry courses based upon model pseudopotentials. Also includes some useful formulas and tables of parameters associated with these problems. (HM)

Advocates the use of minicourses in teaching secondary school science. Topics are suggested and methods for structuring minicourses are discussed. (JR)

This publication is designed for educators, researchers, and students in both school and university audiences. In an effort to give a more in-depth analysis of the Inquiry Type Science Curricula, this publication defines its terms, describes goals and objectives of modern science curricula, gives a history of, reasons for, and description of…

Describes a laboratory course in Physical Geology designed to encourage students to ask their own questions and to develop and test their own answers. The essence of this approach lies in providing a minimum of preconditioning before the exercises. (MLH)