Suggestions are given for dealing with "senioritis" in high school students. These include offering college-level courses at a reduced cost. A description of introducing the college freshman biology course at Syracuse University into a high school program is given, with guidelines to promote success. (Author/SA)

Describes how small-mammal studies in the out-of-doors can be adapted to science and environmental programs in the middle and upper secondary grades. (HM)

The approach described in this article represents a combination of teaching techniques that were successful for a high school biology teacher. The process is described as shared decision making and the student becomes an active partner in the learning process. (Author/SA)

Described is a graduate course in the process control curriculum at the University of Wisconsin that integrates real-time computing into process control teaching. Lecture topics and recent graduate laboratory projects are presented. (BT)

Described is a graduate and senior level course utilizing the case study approach in chemical engineering at the University of Delaware that stresses the function and economics of the chemical processing industry. A history of the course development, course outline, and teaching methods used are included. (BT)

A course is described that is designed to encourage exploration, conceptual invention, and expansion of an idea. Results are given that relate to curricular experimentation with chemistry. (SA)

Describes a ten day activity oriented science unit for teaching photography to elementary or secondary students. (SL)

Describes a sixth grade unit of study on metamorphosis using the silkworm (Bombyx mori). Included are techniques for care and feeding of silkworms; ideas for observations and experiments. (CS)

Explores the issue of how to make chemistry more personally meaningful to students who have no interest in continuing the study of science. Describes two projects that each have an interview, research, and presentation format. (DDR)

Discusses the notion that scientific knowledge is not dependable and that knowledge is no longer valued as a part of science. Points out that this has led to approaches that aim to teach scientific methods or problem-solving skills rather than scientific knowledge. Contains 19 references. (DDR)

Describes a teaching protocol that guides students toward connecting lab activities to the appropriate scientific concepts. Involves five steps: (1) reflective writing; (2) action; (3) dialog notes; (4) direct teaching; and (5) journal writing. (DDR)

Presents a version of the crush-the-can demonstration which is a hands-on activity in which students use an inexpensive, easily made holder for the can called Charlie's clamp. Includes some suggestions for the follow-up discussion. (DDR)

Reviews the educational reform and philosophy of Confucianism, the communist ideology, the psychological characteristics of the Chinese, and the Chinese language as the cultural context of school science teaching and learning in the People's Republic of China. Focuses on the effects of cultural influences. Contains 28 references. (DDR)

Details an instructional approach to understanding another culture through the use of kits that enables children to learn at their own pace. This approach focuses on similarities among and between cultures and allows students to explore a variety of science concepts and understandings. (DDR)

Describes implementation of interdisciplinary middle school environmental science curriculum units and factors associated with successful implementation. Notes that strong principal support; structural components such as the teachers having students in common and a common planning time; a strong, intact team; and time for concentrated curriculum…