Biology teachers can provide lessons for students to help them plan the future wisely. Three natural laws are emphasized as imperative to understanding how to plan wisely for restoring a balance in nature. (SA)

Various ways in which teachers can discover how much learning is going on in their classrooms are described. Distinctions are made between "on-task" time in which learning occurs and "elapsed time" or off-task time. (SA)

Ideas are given for including fungi in classroom activities for high school biology students. A discussion on the science of taxonomy leads into a discussion on the position of fungi in the five kingdom classification scheme of organisms. Suggestions are given for observing their growth and development. (SA)

Presents a method for teaching high school students about evolution at the genus level as well as at higher taxons. Activities for a laboratory project and laboratory techniques are described. (SA)

Presents a rationale for teaching a course to high school students on the influence of science and technology on society. Bioethics and food, and world hunger are two of the topics included in the course outline. References are given for simulation games, readings, and audiovisual materials. (SA)

Describes experiences in establishing an animal caretaker program for New York City students. The program works with cooperation from the United Pet Dealers Association and support from the pet industry. (SA)

Examined are teaching possibilities for developing learning activities to satisfy the objectives of global education. Included is a list of materials to aid teachers in instilling a sense of global awareness in their students. (CS)

The author describes activities he uses with secondary school science students to learn about their reasoning. (Author/SA)

The material presented in this article is intended to help students learn how to learn. The seven key concepts of David Ausubel's assimilation theory for cognitive learning are discussed with reference to the classroom. Concept mapping is suggested as a tool for demonstrating how the seven key concepts function. (SA)

This article describes an approach to science teaching in which secondary school students and faculty members lived and worked together for a week at Yeovil College, concentrating on science project work. The projects investigated during this time are briefly described. (GA)

Discusses trends in training chemistry teachers. Outlines the traditional review of teacher training and describes a three-component model, linking theory, training, and practice with new developments such as the Science Teacher Education Project (STEP). (Author/HM)

Reports the first year's activities of the High School Chemistry Committee (HSCC) formed by the American Chemical Society to actively involve high school chemistry teachers within the society and the chemical education community. Goals, objectives, and current activities are presented. (BT)

This paper, presented at the conference on the role of the laboratory in physics education which was held in Oxford, England in July 1978, describes the role of the laboratory in school and university physics in Eastern Europe. (HM)

Presents a report on a one-day meeting on "Education through Physics" which was held at the University of Stirling, Scotland on Friday 25 May, 1979. (HM)

This discussion of science teaching in general includes several specific examples of activities designed to be adapted to different grade levels or types of students. (MK)