Describes some of the teaching techniques found to be effective for educating students and combatting scientific illiteracy. Presents instructional methods developed for implementing learner-oriented educational philosophies and interactive teaching strategies. (RT)

Reviews research on the use of analogies to teach difficult concepts to students in biology classes. Presents an analogy used in a class for liberal arts students in a community college setting to teach protein synthesis. (CW)

Examines successful/unsuccessful distinctions between novices and experts in problem solving in terms of genetic knowledge, use of production rules, strategy selection, use of critical cues, use of logic, understanding of probability, and the thinking process itself. Suggests five implications for genetics instruction and provides three problems…

Examines reasons for dissatisfaction with the limitations of single-discipline approaches to engineering education. Considers the development of a systems-based interdisciplinary course. Provides an example at the University of Bradford. (YP)

Describes the development of systems thinking and the form taken in the study of work and organizations. Discusses some criticisms from social scientists. Explores the relationship among systems, interdisciplinarity, and engineering education. (Author/YP)

Discusses the necessity of interdisciplinary and systems approaches in engineering education for analyzing complex issues. Presents several recent problems. (YP)

Recommends systems subjects as part of college curricula for providing students with broader skills and with background that does not become outdated. Topics included are requirements of a basic examination, cooperation with other professionals, and examples of systems technologies and interdisciplinary research. (Author/YP)

Argues that systems thinking can be developed by experiential learning activities which complement both intradisciplinary projects and technical knowledge inputs. Discusses the development of systems thinking, the form of engineering curricula, and assessment. (Author/YP)

Describes a course for discovering whether rapid technological development can be compatible with a set of traditional cultural values. Outlines the background, summary, assignments, and lessons used in the course. Provides a course syllabus, schedule of assignments, and sample essay examination questions. (YP)

Examined is how research informs and influences the practice of science education. Discussed are past focuses on treatments, present focuses on students' ideas, and developing styles of research. (YP)

A fund established by the will of Clare Boothe Luce is announced. The 14 university beneficiaries are listed. Other programs which help to promote the participation of women in science and engineering are discussed. (CW)

Describes the historical development and programs of engineering education at the University of Rwanda in cooperation with a Belgium university. Provides lists of courses for electromechanical and civil engineering programs. (YP)

Describes 15 innovative college science programs identified by the Society of College Science Teachers. Gives nine generalizations regarding the programs. (YP)

Discusses two strategies that provide concrete-thinking students with opportunities to develop and use formal or critical-thinking skills. Describes using task analysis and long-term investigations in the classroom. (YP)

Summarizes the efforts for developing guidelines for chemistry education, such as "Guidelines for Chemistry in the Two-Year Colleges" (1970); "Tomorrow" (1984); "Critical Issues in Two-Year College Chemistry" (1986); and "Guidelines for Chemistry and Chemical Technology Programs in Two-Year Colleges" (1988).…