Summarizes three approaches to physics teaching by focusing on the relationship between direction and guidance from a source of authority (instructional input), and opportunities for students to direct and control their own learning (student autonomy). (Author/SK)

Surveys various forms of Individualized Instruction (II) at German universities, describes the development of an II program at the University of Koln, and reports the results of a project in which II was transferred to several other universities. (CS)

Traces the early history of geological education in California universities, with emphasis upon programs at Berkeley and Stanford. Among the pioneers in the field were Joseph LeConte, Andrew C. Lawson, and John C. Branner. (WB)

Provides abstracts of contributed and invited papers presented at a satellite meeting on "Comparative Physiology of Respiration," October 11 and 12, 1981, at Ohio State University, as part of the 32nd Annual Fall Meeting of the American Physiological Society. (CS)

Briefly describes and compares the state-of-the-art of undergraduate and graduate programs and research related to the history of science in the United States, USSR, West Germany, and Great Britain. (DS)

Reports on effects of Individualized Goal Setting (IGS) Audio Tutorial (AT) instruction compared to classic AT instruction and effects of pretesting compared to no pretesting on students' locus of control. Indicates no significant effect on students' locus of control between IGS-AT v AT or between pretesting v no pretesting. (DS)

Describes a course in which pollutant health impacts are discussed in the context of unifying concepts such as threshold v nonthreshold responses. (CS)

Discusses problems associated with federal regulations over funding of basic research. Topics covered include: (1) project versus programmatic support; (2) indirect costs; (3) accountability; (4) federal regulations; and (5) the nature of bureaucracy. (SK)

Lists institutions determined to offer chemistry courses unique in content, methodology, clientele, length, or other ways. Also lists key words indicating nature of courses offered and institutions teaching courses characterized by the key word. Information was derived from questionnaires sent to chemistry chairpersons at four-year and community…

Determined developmental level to be a major factor at lower level chemistry courses but not as important for higher level ones. Suggests Lawson's test to be a useful tool in studying the basics of chemical education, evaluating courses as to the appropriate level, and in counseling individual students. (Author/JN)

Suggests using thematic approach for physics instruction based on the broad theme of energy resources. Presents physics pathways from student and lecturer viewpoints, and describes how the course operates. (SK)

Reports results of a large-scale study that investigated the knowledge of gravity and related principles of mechanics possessed by first-year physics students (N=468) at Monash University, Australia. One conclusion is that students know a lot of physics but do not relate it to the everyday world. (CS)

Presents the viewpoints of a prominent behavioral scientist concerning the role of the environment in the evolution of behavior. (CS)

Presents 11 short descriptions on the applications of computers in chemistry classrooms and laboratories, including among others, using microcomputer graphics to teach quantum theory, a versatile and inexpensive instrument/computer interface, and a microcomputer-controlled scintillation spectrometer. (JN)

Includes information on: (1) relationship of art and science; (2) paintings' early history; (3) Egyptian, Greek, Chinese, Byzantine, and Medieval painting; (4) chemical analysis of pigments; (5) chemistry of early pigments; and (6) paint media. Tabular data are provided on chemical names for artists' pigments with their earliest known dates. (CS)