The purpose of this study was to understand one case of undergraduate inquiry-based instruction through the words and actions of students and instructors. The data sources included fieldnotes from 16 of 29 classes, two sets of student and instructor interviews (beginning and end of the semester), and a collection of artifacts, such as the…

Describes three recommended physics programs (minor, basic, and advanced) for prospective high school physics teachers. Provides descriptions of the expected content of the courses in the programs. (AL)

Discusses a Japanese secondary school curriculum that emphasizes two themes: light and substances, and the earth and living things. Examines the way several specific topics are taught, and presents an overall course outline including approximate hours spent on each topic. (MLH)

Summarizes a 10-year Chinese secondary school chemistry teaching experiment, programmed elicitation, which was found to be more effective than traditional Chinese elicitation. Includes sample programmed elicitation textbook section and lesson. (Author/MKR)

Describes a three-year coordinated sciences course taught to Italian high school students by physics and biology teachers and biology, physics, and psychology faculty from the University of Palermo. The course examines the structure of matter and energy from physical, biological, chemical, economical, and historical viewpoints. (MLH)

Reviews the philosophical basis and rationale for the secondary school level biology methods course at Mankato State College. Course emphasizes these topics and activities: science curriculum developments, textbooks, student presentations, laboratories; lesson plans, demonstrations, continuing project, evaluation, controversial issues; curriculum…

Describes an introductory astronomy course at Virginia Polytechnic and State University, Blacksburg, in which the Keller Plan (personalized system of instruction) is used. Course evaluation results and typical student comments about this self-paced program are provided. (JR)

Describes a course designed to teach the fundamental microbiological principles common to all disciplines. The course is designed to meet individual student needs through self-directed lab work and various minicourses on topics in applied microbiology. (GS)

Outlines the problems and attempted solutions leading to the structure of a first year interdisciplinary science course. Presents the history and development of the course, staffing procedure, and structure of the course. (GS)

Discusses the development, goals, syllabus and evaluation of a four semester hour credit human-centered college biology course for nonscience majors. Brief annotations of sub units of the course are provided. In the course, the use of science-related periodical articles is encouraged. (CP)

Describes an audiotutorial program in Biological Science offered to non-science majors at Western Michigan University and reports the results of an evaluative investigation relating to this program. (JR)

Describes a class in which students could choose their own content and method of learning and were free to pursue or not pursue this learning. The Torrance Tests of Creative Thinking were used to evaluate success in achieving course goals. (GS)

Describes "Studies in the Physical Sciences" (SPS), an audiotutorial physical science course designed for non-science elementary school classrooms. The course is completely laboratory-centered with no formally scheduled classes. Students can work at their own speed, choose what they will study from the sixteen units available and design…

Describes teaching of a physical science course to sophomore and junior nonscience majors through the use of learner's own creative abilities in concept formation. Includes information about corresponding changes in lecturing, experimentation, examination, grading, and definition of science. (CC)

Discusses the characteristics, especially field experience involved, of an elementary science teacher education program, and indicates supportive feedback from students enrolling in this methods course. (CC)