Discusses applications of Ausubelian learning theory to the teaching of biology. The use of concept maps and Gowin's Epistemological V are described. Scoring methods and evaluation techniques are also discussed. (CS)

Discusses methods for cultivating growth in understanding science, including the development of an experiential understanding of the scientific method, the fostering of a cultural understanding of scientific growth, and the sociological understanding of scientific implications. (CS)

Describes a system of heuristics for problem solving and instructional methods for presenting it to secondary school students. (CS)

Reviews properties, geologic occurrences, availability to plants, and cycles of the element selenium. (CS)

Presented is an activity in which students use a microscope to do a forensic hair comparative study and a medullary classification. Mounting methods, medulla types, hair photographs, and activities are described. (DS)

Describes a technique for the supercooling of water, for use in the science classroom, involving adding common salt to a mixture of ice and water. Several investigations are included for use during (and after) the process of supercooling. (DS)

Discusses an approach to science education research that focuses on the content of science, such as describing the preconceptions of biology students or common misconceptions following instruction. (CS)

Malnutrition due to alcoholism is discussed. It includes energy from the metabolism of ethanol as it contributes to obesity, the replacement of nutritious foods by sources of ethanol, inhibition of vitamins being activated, the increase in excretion of valuable minerals, and toxicity to cells of organ systems. (Author/SA)

Described are various methods for producing black and white photographs of microscope slides using single lens reflex, fixed lens, and plate cameras. Procedures for illumination, film processing, mounting, and projection are also discussed. A table of comparative film speeds is included. (CS)

Implications are discussed for teacher involvement in structuring and administering the proposed common examination at 16+. (CS)

Listed are 32 biology A-level projects, categorized by organisms studied as follows: algae (1), bryophytes (1), angiosperms (14), fungi (1), flatworms (1), annelids (2), molluscs (1), crustaceans (2), insects (4), fish (2), mammals (1), humans (1); and one synecological study. (CS)

Explores the relationship of an individual's reliance or nonreliance upon concrete cues in problem solving and performance on a model-based measure of hierarchical classification. Level of cognitive development, as determined by performance on Piaget-type tasks, generally predicted hierarchical classification ability of junior- and senior-high…

Presents a detailed discussion of the chemistry of cleaning. Topics discussed include: the theory of detergency, soaps, synthetic surfactants, and detergents. (BT)

Teachers are often careless with words. This can lead to confused ideas and time spent in unlearning. (BB)

Describes process-based practical work used in Scottish high school examinations and evaluates this work against a standard of course objectives for practical work in general. (MLH)