Describes an interdisciplinary, lecture/laboratory course titled "Origins of Life." Includes rationale for the course, course objectives, course outline, list of developed laboratories, and results of course evaluation. (JN)

Describes Noel Entwhistle's book "Styles of Learning and Teaching," detailing how it can be used to help students learn and store knowledge. Also describes a course on the theory and practice of cognitive processes taught at Carnegie Mellon University. (DH)

Describes a course which examines the history and philosophy of the relationship between science and society and applies these concepts to such current issues as sociobiology. Includes course outline, instructional strategies, and bibliography of pertinent books, papers, and lecture notes. (JN)

Describes an introductory course in geology for nonscience majors that involves students in laboratory exercises related to rock classification. (GS)

Describes the philosophical orientation and methodology employed in a laboratory chemistry program at Princeton University. Discusses the program's approach and use of challenging experiments, teaching assistants, and mastery teaching. (ML)

Describes general interest courses in physics, discussing enrollment patterns, philosophy and structure of the course, course goals, teaching methods, and student performance. Includes an outline of the laboratory syllabus for the course dealing with physics and the automobile. (JN)

Described is an environmental chemistry course for nonscience majors at McNeese State University. The course emphasizes consumer chemistry. Topics discussed include prescription drugs, refinery processes, nuclear chemistry and chemistry and the environment. Texts, supplementary materials and a detailed course outline are included. (DS)

Outlines the importance of teaching the methods of science. Describes ways in which teachers can incorporate lessons about scientific methodology into any existing introductory science course. (JRH)

Provides a course description of a geology/ecology program for nonscience students based in the Canadian Rockies. Reviews on-campus preparations and includes samples of discussion topics and essay questions used during the trip. Student evaluation responses are also presented. (ML)

Highlights the value and need for instruction in logic in the sciences. Describes a geology course for nonmajors which incorporates elements of logic. Explains how principles were identified and how materials and activities were developed for the course. (ML)

Describes a course (with a framework loosely based on the environmental impact statement) in which students learn research methods as they cooperate in interdisciplinary field research projects. Includes a rationale for the course, a generalized outline of field experiences, and examples of student projects (both on-campus briefings and field site…

Describes a field-based course for science teachers which focuses on Appalachian geology. Provides an overview of the course's objectives, organization, itinerary, and requirements and describes an evaluative study of the program. Also includes a rationale for field instruction. (ML)

Describes a course, "Exercise Physiology and Biochemistry," for nonscience majors attracted to athletics. Outlines the lecture and laboratories combined with the lecture. Provides programs for daily exercise and weight training. (YP)

Explores the use of extra credit in an introductory geology course. Covers the organization and rational behind the program. (PR)

Offers perspectives on approaching and teaching a biology course for nonmajors. Proposes that teaching less may better prepare students to become more scientifically literate. Identifies areas and priorities that may effectively contribute to students' understanding of science. (JM)