Evaluates the use of an "Electronic Blackboard in the teaching of high school physics with lectures emanating from a university and student teachers working with students. Students had significant gains from pretest, to posttest. A significant majority of students did not like receiving lecture notes over the "electronic blackboard. (BR)

Teaching science via a socio-historical approach utilizing selected concepts related to the social and historical development of science and selected concepts related to atomic energy was found to be feasible. (Author/CP)

Students with prior experience of biology courses increased their scores on the Test of Understanding Science. There was a general increase in scientific reasoning ability, no change in critical thinking, and a decrease in Enjoyment of Biology." (AL)

Reports the results of evaluation of specified student and course objectives by teacher ratings and test results. Includes a discussion of the evaluation of the materials as a result of formative evaluation. (AL)

A rotted log is examined as a miniature ecosystem. (CP)

Describes the establishment and maintenance of a model ecosystem, utilizing sewage effluent, that can be readily established in classrooms. (AL)

Provides, from the author's experience as a curriculum development officer, some guidelines for planning instructional units. (AL)