Provides a neurocomputational account of knowing and learning and grounds situational cognition theory in a neurocomputational model of neuronal activity. Presents the advantages of this theoretical approach. Contains 60 references. (DDR)

Examines the effects of investigative, open-ended, and inquiry-based labs on students' ability to ask high-level and open-ended questions. Recommends combining direct instruction in questioning with increased background information to improve students' questions. (Contains 19 references.) (YDS)

Investigates the reasons for data fabrication among undergraduate and graduate students. Presents several examples of getting misled by the candle and tumbler demonstration. Concludes that presented facts, concepts, or principles increase the incidence of data cooking. (YDS)

Introduces an undergraduate level problem-based analytical chemistry laboratory course integrated with an environmental law course. Aims to develop an understanding among students on the use of environmental indicators for environmental evaluation. (Contains 30 references.) (YDS)

Provides examples of four university science buildings whose design fosters interdisciplinary interaction among students coupled with lab flexibility. Design concepts, innovations, and building layouts are examined. (GR)

Presents a science unit in which students design and test a sample of concrete and later redesign it to improve the strength of their sample under compression. (YDS)

Describes a project that applies problem based inquiry learning units to an introductory chemistry laboratory curriculum. Uses web technologies to support instruction. (Contains 25 references.) (YDS)

Discusses the effectiveness of offering science laboratories via distance education. Explains current delivery technologies, including computer simulations, videos, and laboratory kits sent to students; pros and cons of distance labs; the use of spreadsheets; and possibilities for new science education models. (LRW)

Introduces a laboratory science course addressing scientific literacy. Includes three interrelated student projects for the laboratory section of the course. (Contains 27 references.) (YDS)

We have designed a skills matrix to be used for developing and assessing undergraduate biochemistry and molecular biology laboratory curricula. We prepared the skills matrix for the Project Kaleidoscope Summer Institute workshop in Snowbird, Utah (July 2001) to help current and developing undergraduate biochemistry and molecular biology program…

We report the development of a simplified procedure for restriction fragment length polymorphism (RFLP) analysis of mushrooms. We have adapted standard molecular techniques to be amenable to an undergraduate laboratory setting in order to allow students to explore basic questions about fungal diversity and relatedness among mushroom species. The…

A two-session laboratory exercise for advanced undergraduate students in biochemistry and molecular biology is described. The first session introduces students to DNA quantification by ultraviolet absorbance and agarose gel electrophoresis followed by ethidium bromide staining. The second session involves treatment of various topological forms of…

The feasibility of using current software, such as PC-Duo, PCAnywhere or LabVIEW, in training students in instrumental analysis from a remote location is investigated. Findings show that creation of online features is crucial to the use and learning by students and the development of a suitable Web site, which provides an easy-to-use interface to…

In undergraduate engineering labs, lab reports are routinely copied. By ignoring this form of plagiarism, teaching assistants and lab technicians neglect their role responsibility. By designing courses that facilitate it, however inadvertently, professors neglect their causal responsibility. Using the case of one university, we show via interviews…

The Model Science Lab, a constructivist approach to teaching, strengthens urban science teachers' teaching practice. The retention rate of Houston science teachers who took part in the program was found to be very high and the cost of the Model Science Lab has proven less expensive per student than most other professional development options.