Describes the rationale and purpose of the Yellowstone Institute, an educational facility that offers short field courses to professional adults about the greater Yellowstone area as one of the last remaining intact wilderness ecosystems in the world. Contact information concerning the course catalog is provided. (JJK)

There has been renewed discussion of the scientific method, with many voices arguing that it presents a very limited or even wholly incorrect image of the way science is really done. At the same time, the idea of a scientific method is pervasive. This article identifies the scientific method as a simple model for the process of scientific inquiry.…

Describes a two-course program in which students are required to undertake self-initiated and self-developed assignments to collect problem-oriented information from community officials, civic leaders, industrialists, and other citizens. (Author/GS)

Describes a chemistry curriculum for college freshmen that uses laboratory study of the chemical composition of meals eaten by students as the central activity from which theoretical and practical learning are derived. Presents a meal analysis flow diagram and a table of concepts included in the program. (GS)

Described is the Creative Thinking in Science Project (CTSP) to illustrate methods and activities designed to promote creativity within a science education context. (PEB)

Described is a project, at Macquarie University, designed to educate students in the retrieval and interpretation of chemical data. (PEB)

Describes the Learning Systems Approach used in a large multisection general chemistry program at Texas A&M University. The use of learning objectives, alternative learning resources, positive-attitude factors, future-oriented course content and student evaluation and performance are also included. (HM)

Presents the background and rationale for the Science as a Way of Knowing Project. Also offers suggestions for incorporating the teaching of science as a way of knowing into science classes in general and in the teaching of evolution in college courses in particular. (JN)

Describes a general chemistry program involving small groups of students working together toward the mastery of performance objectives. Explains the administrative procedure for the program and provides an evaluation in terms of professor time, student attitude, and student achievement. (GS)

Describes a laboratory-based, individual-progression, introductory physical science course designed for elementary education majors and for meeting general education requirements. The course is designed to examine how we know and why we believe" and to convey some sense of the nature, successes, and limitations of scientific thought." (AL)

Discusses the importance of teaching writing in college science classes by evaluating written lab reports, editing, and critically grading papers that students write. Also presents a structured method to teach lab report writing. (Author/SK)

Describes a two semester, 26 module introductory level course in anatomy and physiology. Includes an evaluation of the program. (MA)

Describes the Multidisciplinary Studies program at the University of Massachusetts Dartmouth that provides advanced coursework in the sciences without requiring that a student major in a specific science. Focuses on the fields of environmental science, cognitive science, gerontology, and environmental psychology. (JRH)

The ELMO (Embedded Learning Modules) curriculum reform project has designed science curricula for specific nonscience students that fulfill core requirements and demonstrate how science can be engaging and relevant. ELMO students experience science through active learning and group activities that encourage them to make connections between science…