The importance of teaching to the affective domain is discussed in this review of the environmental education literature. Eight major ideas are used to summarize the research cited. Lists 63 references. (CW)

Describes making laboratory apparatus such as a heavy-duty turntable; a hand-held milk-carton accelerometer; an inverted air table; free-fall measurement with a solenoid as a starting device; and a bright point source. Presents an evaluation of "The Champ Universal Interface and Sensor Pack Software." (YP)

Examines the differences between the expectations of high school teachers and college chemistry instructors concerning students who plan to study college chemistry. Focuses on questions dealing with knowledge of chemical concepts and skills using those concepts. A plan of action is suggested. (YP)

Reports on students' attitudes toward reading science during an experimental study that investigated ways to increase comprehension of technical material. Describes the procedure, results, conclusions, applications, and implication. (RT)

Notes that as the student progresses through school, science experiences hold a less positive view. Used are teacher interviews and classroom observations conducted to determine possible explanations. Points out that schools need to help students realize how much science affects their everyday lives. (MVL)

Assessed is the level of scientific and natural resource knowledge possessed by fourth-, eighth- and eleventh-grade students. Misconceptions are noted. Discussed are implications for teaching about acidic deposition. (CW)

Recounts a high school chemistry lab explosion while distilling alcohols. Proposes peroxide formation in older samples of alcohols as the cause. Lists commonly found laboratory alcohols and their peroxide concentrations. Discusses methodology for both detecting and removing peroxides. (MVL)

Explores the sources of beliefs about science-technology-society topics and investigates the degree of ambiguity harbored by four different response modes, such as Likert-type, written paragraph, semistructured interview, and empirically developed multiple choice. Finds that mass media have a greater impact than science classes. (Author/YP)

Describes a method for more effectively storing information on a videodisk to allow greater flexibility. Argues that in order to best use the limited capacity of a single sided video disk that shorter integrated units be used. Gives several examples. (MVL)

Discusses the need to develop more efficient information retrieval skills by the use of new technology. Lists four stages used in automating the media center. Describes North Carolina's pilot programs. Proposes benefits and looks at the media center's future. (MVL)

Presents the background, methodology and results of a controlled study of student achievement and behavior comparing a traditional teacher-centered class to one in which students participated in cooperative learning. Reports the results for academic achievement as inconclusive and on-task behavior as significantly better for the cooperative…

Describes a study designed to compare student success in a concept mapping exercise with the cognitive preference of the student, and to determine whether students achieve better using individualistic or cooperative learning modes in the concept mapping exercise. Discusses the background, methodology and results. (CW)

Describes an activity that combines manual and computer simulation of a population undergoing selection using three alternative genetic models. Discusses procedures used, model and how the computer simulation works. Stresses the advantage of using the student involvement of the manual exercise in combination with the speed of the computer…

Investigates the attitudes of high school students (grades 11 and 12) toward physics and physics teaching including reasons for taking or not taking physics and reasons for considering or not considering a career in physics teaching. Provides frequency tables of responses to the questions. (YP)

Describes a "tracing the sun" worksheet combining models with computer programs and classroom discussion. Provides the worksheet including the nine steps of the activity and several discussion questions. (YP)