Discusses some principles of biological taxonomy. The evolutionary principle in taxonomy and its limitations, and the difference in evolutionary patterns between plants and animals, are also discussed. (HM)

Describes an environmental science course which has been offered for graduate and undergraduate students at the University of Massachusetts in Amherst. The results of the course evaluation are also included. (HM)

Describes how the department of physics of the Western Australian Institute of Technology (WAIT) has been involved in the Peel Inlet-Harvey Estuary study. An appendix which presents the departmental approach to curriculum matters is also included. (HM)

Three definitions of "back-to-the-basics" are given and discussed. The idea that science provides opportunities to practice the most "skill-thinking" is also discussed. (MK)

Describes a talented and gifted (TAG) curriculum for elementary and secondary students in Maryland. Discusses methods used to identify TAG students, educational opportunities utilizing community resources, and curriculum development.

Provides recommendations for developing programs for gifted students. Describes the development of an operational talented and gifted program for elementary students in Connecticut, called Operation Mind Stretch. (MA)

Describes in detail a public school program exclusively for gifted children, grades K-12. Discusses criteria for entry into the program, provides profiles of the students, and explains evaluation of student progress. (MA)

Discusses the existing design of some undergraduate physics courses, and outlines the general aims which will give the development of a physics curriculum a definite direction and approach. (GA)

Describes an undergraduate course, The Colonization of Space, which introduces nonscience majors at the University of North Florida to current topics in the exploration, industrialization, and colonization of space. References to the audiovisual resources and literature are also included. (HM)

Describes an interdisciplinary course on physics and history. The major goal of the course is to examine and compare history and physics in order to illuminate the implicit assumptions underlying the two disciplines. (MLH)

A format for a small-group teaching session is described that could be modified for any subject in a medical curriculum. The technique discussed uses subgroups and a simple recording chart that have been successful in teaching microbiology to medical students. (LBH)

Describes a study in which secondary students (N=32) were interviewed to determine their understanding of the nature of scientific knowledge. Presents some of the strengths and weaknesses of these views and provides cross-cultural comparisons. (DDR)

Supports the notion that the goals of majors and nonmajors are different when taking science courses and that the main goal for nonmajors is scientific literacy. Presents theory and practical guidelines of one approach toward motivating nonmajors to learn science. (DDR)

Provides details of an advanced cell biology course that has as its overall design the critical reading and examination of primary literature. Contains guidelines to assist students in critical reading. (DDR)

Presents a new approach to an older demonstration involving the reaction of sodium with water. Materials list, procedures, and a discussion of hazard and disposal considerations are included. (DDR)