Presents the author's reasons for supporting the CHEMS program. Also characterizes aspects of his teaching regarded as significant in teaching chemistry, including prompt return of assignments, test retakes, videotaping. inclusion of organic chemistry, ability grouping of students, avoidance of specialization, and departmental testing. (CS)

This article defines inquiry, analyzes the results of the implementation of inquiry-based science curricula in the 1960s, and supports the continued emphasis on inquiry-oriented teaching in the back-to-basic curriculum reform presently being advocated. (CS)

Basic marine aquaria equipment, techniques for maintenance, specimens and food for the marine organisms are discussed. Several sources of specimens are included. (SA)

Some aspects of the reform of chemical education in the Netherlands are presented. These aspects include the reason for the reform and the results of the effort. Examples regarding the way entropy is treated and the treatment of quantitative chemical problems are given. (Author)

The interdisciplinary and multidisciplinary curriculum at the experimental high school on the Sde Boker campus of Ben Gurion University in the Negev, Israel, is described. It is viewed as a worldwide model available to academic communities to study the impact of environment on survival of all living things. (MP)

Reviews a K-6 elementary science program entitled "Health Science" (D.C. Health), describing the content and format of student texts and teacher's guides and the nature of the activities. (DC)

Two presentations at the 1981 International Conference on Chemical Education are summarized: (1) issues related to chemistry curriculum development in Brazil and (2) types of knowledge "sub-cultures" (for example, theorists, empirists, applicists, pedagogists, or epistemologists) would foster in chemistry curricula. (JN)

Industrial chemistry in general and catalysis in particular should be included as part of college chemistry curricula. (JN)

Describes a modified Keller plan for teaching a biochemistry laboratory course and evaluates the method's effectiveness by comparing results of students using Keller plan (N=17) to students receiving traditional instruction (N=16). Results suggest the modified Keller plan is a successful instructional method for the course. (Author/SK)

A one-semester biochemistry course was developed as an alternative to traditional freshman chemistry. Lecture topics and laboratory exercises focus on the course's unifying theme of the origin and early stages of the evolution of life on earth. (Author/SK)

Describes a course module designed to instruct beginning engineering students at the University of New Mexico in problem-solving methodology as suggested by Polya (understand, plan, carry out, look back). (SK)

Describes William Perry's scheme of intellectual development, focusing on the first five stages or positions collectively termed "ways of knowing." Suggests applications of this scheme for science teaching. (DS)

Reports on the nature of a self-paced introductory-level college physiology course, and results of a survey of nonscience majors (N=67) who took the course. Includes methodology employed and possibilities for future research. (DS)

Presents a new department in this journal titled "Biology Olympics." Presents justification for this department and discusses the first three "challenges" focusing on: (1) model-building, (2) plant biology, and (3) human biology. (DS)

Presented are three ways in which bioactivity of organic compounds has been introduced in organic chemistry courses. One is to point out a typical bioactivity of a given functional group. A second is to discuss biorganic mechanisms. A third is to draw structure-activity correlations (SAR). (Author/HM)