Having taught K-12 students and preservice teachers for almost 20 years, the author knows the problems that arise when students are asked to generate an investigation of their own design. Therefore, she developed some lessons that significantly increased the diversity and quality of the investigations students generated. This article describes…

Describes individualized and motivational features of a high school chemistry program. The students are given the list of activities with the approximate time for completing them. Tests are given when a student is ready. Advantages and disadvantages of this program are listed. (PS)

Describes the development of a multi-topic, individually-paced, upper-level seminar on the solar system carried out primarily for nonscience majors in the spring and fall semesters of 1972. Also discusses the course objectives and related evaluation instruments. (CC)

Described is the development of individualized materials for three different physics projects; all three proceed concurrently in a single classroom. The key element in the program is complete abandonment of the traditional lecture presentation. (DF)

Describes an individualized instruction physics program. Characteristic features of program include topics relevant to students and study in an area' rather than a strict subject discipline. (PS)

A method of utilizing a basic audio-tape format within a supervised self-instructional learning center was developed to provide students with the individualized approach to learning in courses with large student enrollments. (DF)

Reported is the development, trial and revision of a televised course in genetics. (PEB)

Briefly describes an instructional program based on the individual needs of students that was designed for grades K-8. (EB)

Provides an explanation of an introductory chemistry program for nursing students in which an individualized approach to instruction is utilized. Student evaluation results are presented. (CP)

A junior college's individualized physics program is described. The unique features in this program are a 14-hour per day faculty tutoring service, completely open laboratories, and no time restrictions for completing a course. An appraisal of the program reports its strength and weaknesses. (JP)

Presents data to evaluate the effectiveness of the Keller method relative to the traditional lecture/discussion section approach. The evaluation is in terms of the teaching of facts, principles, techniques and attitudes; student preparation for advanced chemistry; attraction of chemistry majors; program efficiency. (GS)

Describes an introductory college biology course in which the student's rate of progress, goals and instructional procedures are individualized. (PEB)