Describes a unit in biotechnology for average and below average high school students. Students developed productive team membership, used math and communication skills to solve problems, and used the scientific method to learn about biotechnology. Students separated DNA, transformed bacterial cells, interpreted DNA fingerprints, completed creative…

The results of a survey sent to members of the National Association of Biology Teachers (NABT) asking what they believed to be the essential topics to be covered in the introductory high school biology course are provided. Interpretations of the data and recommendations are included. (KR)

The research of the Biology component of the Teacher Assessment Project (BioTAP) of Stanford (California) University is described. BioTAP uses portfolio development as an important aspect of teacher assessment. Advantages and drawbacks of teacher portfolios are discussed, including issues of validity and reliability. (SLD)

Urges an approach to the teaching of history that takes the largest possible perspective, crossing time as well as space. Discusses the problems and advantages of such an approach. Describes a course on "big" history that begins with time, creation myths, and astronomy, and moves on to paleontology and evolution. (DK)

The results of an in-depth analysis of the lab activities found in two popular high school biology textbooks are presented. Activities were rated against 24 task categories that parallel skills or behaviors which reflect scientific inquiry, problem-solving skills, manipulative skills, and observational skills. (25 references) (KR)

Comments on Belsky, Steinberg, and Draper's article in this issue. Offers three likely reasons for adaptation of human behavior. Argues that Belsky, et al. use only two of these reasons in their proposed evolutionary theory of socialization. Suggests that an evolutionary approach is useful if it integrates diverse facts, aids clinical practice,…

Synthesizes existing, isolated bits of information on U.S. secondary student enrollment in advanced science courses. Among the findings for grades 10, 11, and 12, the percentage of those students enrolled in Advanced Biology is 20, 26, and 54. Advanced Chemistry is 0, 33, and 67; and Advanced Physics is 0, 10, and 90. (PR)

Describes how three biology textbooks present content related to photosynthesis through construct of elaboration. Concept maps were created for each textbook. Results are discussed in terms of quantity of elaboration, relevance of ideas used to elaborate major concepts, relationship of nature of elaboration to intended readers, and general…

Linguistic content analysis, method of encoding textual data by categorizing key words and identifying relationships, was developed to assess degree to which science was portrayed as process of inquiry within high school biology textbook series. The frequency of science as a process of inquiry increased from 1956 to 1965, then showed a pattern of…

Presents a cooperative activity between home and school in which parents and students examine the growth of a variety of bulbs. Bulbs are taken home to sprout and returned to school to monitor their growth. Students gather data, hone observation and graphing skills, and communicate with their parents on the project. (MDH)

Describes a course, "Great Ideas in Science," for undergraduate nonscience major students. The course emphasizes a few key overarching concepts in physics, chemistry, geology, and biology to introduce students to the essential aspects of science without getting involved in the complex vocabulary or rigorous mathematical derivations. (PR)

Presents a unit on evolution and creation theories in which students explore the legal issues surrounding the teaching of evolution and creation in biology. Students write preliminary essays, study conflict resolution techniques, and conduct a moot trial of the Scopes case of 1925. A course outline is provided. (MDH)

Discusses ways in which marine biology can be integrated into the physics classroom. Topics suggested for incorporation include the harmonic motion of ocean waves, ocean currents, the interaction of visible light with ocean water, pressure, light absorption, and sound transfer in water. (MDH)

Examines the relationship between new biology teachers' subject matter knowledge and classroom discourse, contrasting classroom discourse during laboratory investigation with discourse during other classroom activities. Data analysis suggests that knowledge and control are related but in ways unique to the communicative context of the laboratory.…

The forces and torques experienced by the spine are examined to understand, and possibly avoid, low back pain. The structure, degrees of freedom, forces and torques when lifting objects, an experimental study, and other factors affecting the back are discussed. (KR)