This article describes the conversion of a lecture-based molecular biology course into an active learning environment in a studio classroom. Specific assignments and activities are provided as examples. The goal of these activities is to involve students in collaborative learning, teach them how to participate in the learning process, and give…

Discusses the use of logarithm and reciprocal graphs in the college physics classroom. Provides examples, such as electrical conductivity, reliability function in the Weibull model, and the Clausius-Clapeyron equation for latent heat of vaporation. Shows graphs with weighting of points. (YP)

Reports that a conference for professional chemists, educators in chemistry, and students was held to explore the issue of teaching chemistry to handicapped students. The ideas generated from the participants are intended to be used in preparing a manual of guidelines. (Author/SA)

Reviews background of atomic absorption spectrometry techniques. Discusses problems encountered and precautions to be taken in determining trace elements in the parts-per-billion concentration range and below. Concentrates on determining chromium in biological samples by graphite furnace atomic absorption. Considers other elements, matrices, and…

Explores how changing curriculum and teaching techniques may lead to different composition of pool of scientists who hold slightly modified theoretical perspective. Presents seven-stage spiral model for transforming mathematics and science teaching, in which each stage fuels change in next stage, moving toward more accessible, varied, and humane…

Provides a running commentary on a chemistry instructor's first day in a first course in chemistry. Focuses on the use of fire and chemists' attempts to explain this phenomenon. Provides the ongoing descriptions of the experiments, a summary of the observations, and the key comments made by the instructor. (TW)

One of the goals of science education is to foster critical and scientific thinking skills. However, if the meaning of the terms "thinking critically" or "thinking scientifically" is not clear, these phrases will become vacuous slogans beyond translation in teaching methods and curriculum materials. Therefore, the fundamental aspect of these terms…