Describes college science teaching as overemphasizing jargon and end results and ignoring knowledge of methods, processes, successes, and limitations of science. Stresses students' understanding of science by self-paced synthesis of experience and historical, philosophical, and sociological presentation of science courses. (CC)

Discusses the teaching of a junior level physical chemistry course with self-paced instruction to engineering and physical science students. Included are a description of topics and a summary of student responses. (CC)

Describes the two functions of teaching and learning processes: short-range training and long-range education, and suggests that the course had better be carried out first via the Keller plan and then via lectures on exciting materials of the subject matter. (CC)

Compares a self-paced laboratory to a conventional laboratory; the students in the self-paced group achieved significantly higher grades and were enthusiastic about the format. (MLH)

Describes a Keller Plan program for teaching thermodynamics to college students. The outcome is improvement in study habits, and a more positive attitude towards examinations, but less performance in problem solving ability than via traditional approach. (Author/GA)

Describes the Elastically Structured Teaching (EST) method of instruction employed at West Virginia University which gives students more freedom than does traditional lecture, but which is not totally self paced. (SL)

Discusses the use of self-paced study programs to teach physics to deaf students through lip movements, sign language, and fingerspelling. Describes several instructional problems encountered in the teaching-learning process. (CC)

Determined was the effect of autotutorial instruction in the laboratory portion of a general biology course designed for nonbiology majors. Results indicate positive effects in enrollment, increased retention, and improved student achievement. (CS)

Responses to a three item questionnaire administered to 105 seventh grade students indicated that less than 40 percent favored greater individualization of their science classes. (PB)

A self-paced individually prescribed instruction system at the introductory level of astronomy was studied, using 118 students to illustrate its effectiveness in comparison with a lecture-demonstration method. Seventeen terminal behavioral objectives served as the basis for the self-paced system. Subjects were divided into two sections, each…

This publication involves a minicourse designed to allow the student to acquire an understanding of minicourses as possible alternatives to the conventional unit of education. A brief history of the minicourse concept is presented and the nature of a minicourse is discussed. Various ways in which minicourses can be used are then explained. The…

Discusses different kinds of material presentation in the teaching of electromagnetism at the university level, including three "classical" approaches and the Keller personalized proctorial system. Indicates that a general introduction to generators and motors may be useful in an electromagnetism course. (CC)