Describes the use of oceanographers' models for introducing students to the concept of mathematical modeling. Outlines a lesson showing the interrelationship of science and mathematics. (RT)

Develops a realistic group problem-solving exercise to analyze information, make deductions from presented facts, draw conclusions, and communicate these processes to others. Describes the national education system of New Guinea, the exercise, and some comments. Provides a technical and economic report and a worksheet for the exercise. (YP)

Describes two simple procedures allowing students to experiment with living membranes and to relate their results to fundamental membrane structure. Provides instructions for determining the effects of temperature and organic solvent stress on cellular membranes, and spectrophotometric analysis. (RT)

Describes a kangaroo simulation which can be adapted for use with radio tracking activities for other animals. Outlines procedures and information to help implement the activity. Provides a map of Australia, calculations, and sample kangaroo movement data. (RT)

Discusses the overall educational value of grouping students to enhance learning in the classroom. Describes an alternative to whole-group lecture which is referred to as cooperative problem solving. Explains staff training and procedures necessary for implementing this technique. (RT)

Discusses instruments for measuring interest in biology: "Interest in Science Topics"; "Learning Mode Preference"; "Interest in Scientific Activities"; "Activities Motives Inventory"; "Interest in Social Aspects of Science"; "Career Orientation Inventory"; and "Attitude toward Biology Study." Concludes that interest in biology may be…

Investigated are the reasons why eleventh-grade Israeli students intend to enroll for a biology, chemistry, or physics course. Topics, activities, motives, attitudes, and grades in the subjects in year 10 are used as predictor variables for correlational analysis. (YP)

The grading of high school physics students as a function of conceptual versus nonconceptual performance is investigated. The nonconceptual means a routine substitution in equations or direct recall. Students scoring highest on one type of question are far from distinguished on another type of question. (YP)

Reviewed are two computer software programs for Apple II computers on weather for upper elementary and middle school grades. "Weather" introduces the major factors (temperature, humidity, wind, and air pressure) affecting weather. "How Weather Works" uses simulation and auto-tutorial formats on sun, wind, fronts, clouds, and…

Discusses the use of an overhead projector for the deflection of a vertical image to a screen. Describes three demonstrations: magnetizing of a steel ball bearing and paper clip; convection currents of a hot liquid within a cold liquid; and oscillation of concentrated salt solution into fresh water. (YP)

Presents information and concerns regarding computer courseware, books, and audiovisual materials reviewed by teachers. Covers a variety of topics including dissection of common classroom specimens, medicine, acid rain projects, molecules, the water cycle, erosion, plankton, and evolution. Notes on availability, price, and needed equipment, where…

Described are three physics experiments: (1) "Holographic Prism"; (2) "Teaching about Energy with the Gravicar"; and (3) "The Coherer." In each experiment, a brief description of the experiment devised is provided with diagrams and references. (YP)

Investigates the manner and the degree to which science teachers consider the nature of the subject matter in their decision making when they plan and deliver instructional tasks. Considerations for student development, curriculum guide objectives, and pressures of accountability dominated decision making. (Author/YP)

Described is a study of 147 students that indicated a high proportion of students did not understand the concept of limiting factors. Textbook presentations that create problems are discussed. Strategies which may be more effective in teaching the concept are suggested. (CW)

Describes making a cardboard frog. Discusses the physics of various motions of the frog. Provides diagrams showing how to make the frog, the motions, and the mechanics formulas. (YP)