Explains why laboratory strains of bakers yeast, Saccharomyces cerevisiae, are particularly suited for classroom science activities. Describes the sexual life cycle of yeast and the genetic system with visible mutations. Presents an overview of activities that can be done with yeast and gives a source for teachers to obtain more information. (PR)

Describes various hazards associated with electricity and electrical usage that can result in fire, explosion, burn, and shock. Presents diverse techniques and methods that one can utilize to protect laboratory personnel from common, yet dangerous, electrical hazards. (Author/JJK)

Reports on how OECD Member countries are rethinking their school labs with a move toward more flexible approaches in areas such as incorporating new technology, design, safety, and classroom flexibility. Switzerland, France, Ireland, South Australia, and the state of Maryland are covered. (GR)

Gives advice on the legal necessity of safety planning for school science (or other) laboratories. Recommends looking into governmental definitions of the term "laboratory" to determine which educational activities should be covered by safety planning. (WRM)

Explains that mercury is a dangerous substance to use in school science laboratories and gives several examples of mercury poisoning. Lists some precautions that should be taken in case of mercury spillage in the lab. Advocates using non-mercury laboratory equipment and limiting student access to mercury to prevent dangerous situations. (YDS)

Discusses whether it is biologically plausible for an environmental laboratory contaminant to cause fibromyalgia. Presents a study of two populations which indicated that fibromyalgia was occurring at an elevated rate in a building where ventilation was deemed inadequate for laboratory activities. (Author/WRM)

Reports on an ethnographic study of a molecular biology research laboratory called Sally's Lab. Portrays the social and cultural construction of a scientific community by studying the daily practices of the lab members and interpreting these observations. Concludes that there is not one set of experiences that pertain to all members within a given…

Points out the difficulties of teaching evolution and recommends using simulations to circumvent these problems. Uses artificial organisms called caminalcules for teaching which allows students to focus on principles without preconceived ideas. (Contains 16 references.) (YDS)

Discusses revisions in general chemistry laboratory to include group project work. Describes evaluation techniques and sample projects. (MKR)

Discusses the viability of cognitive apprenticeship for learning science in relation to findings from an investigation of a research project involving high school students working in a university chemical engineering laboratory under the mentorship of a university-based scientist. Reports that students were empowered to seek empirically viable…

Explores associations between students' (n=1,592) perceptions of their chemistry laboratory classroom environment and their attitudes towards chemistry. Findings indicate significant associations between the nature of the chemistry laboratory classroom environment and the students' attitudinal outcome. "Integration" and "rule…

Presents the results of a study analyzing students' gestures and scientific discourse by supporting three assertions about the relationship between laboratory experiences, gestures, and scientific discourse. Discusses the implications for laboratory experiments which students should attempt to explain while still in the lab rather than afterwards…

Modifies an extended lab activity from a cookbook approach for determining the percent mass of water in copper sulfate pentahydrate crystals to one which incorporates students' prior knowledge, engenders active mental struggling with prior knowledge and new experiences, and encourages metacognition. (Contains 12 references.) (ASK)

Develops and modifies a series of 11 lab activities designed to strengthen and build science laboratory and inquiry skills for students in physical science classes. Includes a figure that summarizes the sequencing skills and concepts developed by these lab activities. (ASK)

Points out the importance of the ability to apply knowledge in a problem-solving manner to real-life situations for biology students rather than possessing an exhaustive accumulation of facts. Describes a teaching approach that employs three-dimensional animal models to teach the student how to use deductive reasoning and critical analysis to…