Describes the science buddies program that pairs a 7th grade life science class with a 2nd or 3rd grade class in a yearlong partnership of science adventures. Includes sample activities and National Science Education Standards related to the activities. (Author/KHR)

Described is a guided "fantasy" to help students explore ocean-related ecological concepts. The concepts of natural camouflage and predator/prey relationships are illustrated by activities. (KR)

Presented is an activity that may be used to help students clarify the basics of graphing while allowing individuals to collect data and perform a simple experiment. A timetable, rules for graphing, materials, procedures, and suggestions for extension activities are provided. (CW)

Described are some of the considerations necessary in planning a field studies course in the tropics. Discussed are site selection; planning and preparation; course structure; the advantages of travel courses; and recommendations concerning liability, multiple instructors, hotels, sailboats, and tours. A list of 26 references is included. (CW)

Presented are arguments for the use of a case study approach for the teaching of human heredity. The design of case studies and related exercises is discussed. Five examples are given. A list of eight resources for case study samples is included. (CW)

The purpose of this study was to develop a conceptual framework concerning writings about the future of biology education. Methods, procedures, and results are presented. A list of 112 articles about the future found in the journal "The American Biology Teacher" from 1938-88 is included. (CW)

An interactive computer-assisted learning program written for the BBC microcomputer to teach the basic principles of genetic engineering is described. Discussed are the hardware requirements software, use of the program, and assessment. (Author/CW)

Two designs of undergraduate terrestrial ecology and behavior field courses are described and compared. These include using a variety of projects and using a single individual research project. The relative educational benefits of each are considered and the advantages of each type of course are discussed. (Author/CW)

Presented is a guide for students planning to do a science project. Discussed are preliminary organizational matters, report plans, choosing topics, setting up procedures, time management, and documentation. The most important steps for producing a successful project are summarized. (CW)

Procedures for safely identifying, preparing and consuming edible plants in the outdoors are provided. Listed are edible plants, references, sources of recipes, nutrient content, and toxic plants. (CW)

Provides information on motivational activities, demonstrations, experiments, software, lessons, field trips, and a game as ideas for instructional use. Includes topics on digestion in paramecium, diffusion, cells, interactive displays, slime molds, and the construction of an underwater viewing device. (RT)

Presented is a policy regarding vivisection, dissection, and other use of animals in biology classrooms. Alternative teaching techniques are stressed. The organizational responsibility regarding this issue is discussed. (CW)

Investigated the effects of units using computers and computer-administered tests. The greatest benefit was attained by those using the units and attending lectures. Students using both the units and tests did not perform as well as the lecture only group. Explores the correlation between high school grades and the methods. (Author/YP)

Described is an exercise which examines the effect of reading aloud a technical passage of science material while the heart is monitored by a computer. The experimental setup, design, and data analysis are discussed. (CW)

Presented is a demonstration in which students are shown an objective view of the role of animals through the analysis of books about ecosystems. The book analysis method and lists of books about wetlands and terrestrial ecosystems are included. (CW)