Scientific programming has become increasingly essential for manipulating, visualizing, and interpreting the large volumes of data acquired in earth science research. Yet few discipline-specific instructional approaches have been documented and assessed for their effectiveness in equipping geoscience undergraduate students with coding skills. Here…

Describes a first-year zoology course at University College Cardiff based on a self-instructional system using printed texts, audiovisual programs, and integrated practical work. (Author/BB)

Describes independent study materials for a physiology course which have these features: (1) resource materials accommodating a variety of learning styles; (2) problem solving experiences; and (3) learning reinforcement by reasoning from basic facts to general concepts. (CS)

Describes a high school physics course taught by independent study during one-half of the class time. Discusses the use of student projects, minicourses, term papers, and do-it-yourself field trips. (MLH)

Samples of the Self-Paced Physics Course materials are presented in this collection for dissemination purposes. Descriptions are included of course objectives, characteristics, structures, and content. As a two-semester course of study for science and engineering sophomores, most topics are on a level comparable to that of classical physics by…

Describes a middle school science program that emphasizes choices, diverse potential experiences, independent study, and individualization. (JR)

Describes an instruction system combining features of lecture and independent study methods, including course management and instructional materials. Compares course to lecture and independent study sections. (SK)

Outlined is a two week unit on weather offered as independent study for sixth- and seventh-year students in Vancouver, Canada, schools. Included is a section on weather lore and a chart of weather symbols. (SL)

Describes a course for undergraduate students that is intended to increase their study effectiveness. The authors recognize that there are many different routes to success and that each student must develop his/her own effective method. (Author/SA)

Describes a new biochemistry laboratory course offered at the University of Scranton (Pennsylvania) which is designed to promote scientific curiosity and creativity. Uses a problems-oriented approach which provides students with independent learning experiences. Provides a listing of some of the course's laboratory exercises. (TW)