Indicates that a large section of general education biology students can be divided into smaller groups, each receiving different amounts and kinds of instruction, with no apparent effect on their achievement, their attitudes toward the course, or their attitudes toward science. (LS)

Students given sufficient information to be able to design chemical separations of cations performed better on a post-test, and on a four-month retention test on chemical knowledge and laboratory procedures, than students given a detailed laboratory guide listing the steps to follow. (AL)

An electronic student response system was used in teaching college biology to non-science students. Achievement of this treatment group was compared with that of the control group (not utilizing the response system). The only statistical significant difference found in an analysis of covariance was an interaction between treatment group and time…

Presents observations made by students attempting to determine if the moon has an influence on the development of corn. Concludes that if a lunar influence exists it must be very subtle and easily obscured by weather variations during the growing season. (DS)

Audio-tutorial instruction is at least as effective as lecture-laboratory teaching, and negative retention span. (AL)

Suggests that the responsibilities (1) to impart scientific knowledge, and (2) provide a feel for scientific investigation," be conducted separately based on an analysis of scientific creativity. (AL)