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The Institute for Scientific Information (ISI) impact factor has become an important standard for assessing journal quality. Here we propose that impact factors may be subject to inflation analogous to changes in monetary prices in economics. The possibility of inflation came to light as a result of the observation that papers published today tend to cite more papers than those published a decade ago. We analyzed citation data from 75,312 papers from 70 ecological journals published during 1998-2007. We found that papers published in 2007 cited an average of seven more papers than those published a decade earlier. This increase accounts for about 80% of the observed impact factor inflation rate of 0.23. In examining the 70 journals we found that nearly 50% showed increases in their impact factors, but at rates lower than the background inflation rate. Therefore, although those journals appear to be increasing in quality as measured by the impact factor, they are actually failing to keep pace with inflation. (Contains 2 figures.)

Ideas and scientific definitions as reported by 9-12 year olds collected from class discussions, essays, or examination papers over the course of 32 years are presented. Topics include the living body, tracts, metabolism, the senses, the skeleton, the heart, respiratory ailments, genetics, microbiology, and modern medicine. (KR)

Discusses opportunities and challenges for the field of evolutionary biology, particularly in areas related to molecular genetic technologies, the environment, biodiversity, and public education. (Author/KHR)

Points out that biologists and other scientists lack involvement in politics because of unfamiliarity with the political system. Includes suggestions for scientists on how to begin to interact with politics and discusses the professional responsibilities of biologists. (YDS)

Presents a view on public policy and the importance of biology. Discusses issues such as securing research funds, teaching of evolution and other curriculum issues, lobbying, and the American Institute of Biological Sciences (AIBS) Public Policy Office. (YDS)

Describes the history of comparative methods and their use in biology as an investigative philosophy. Discusses Bernard's and Krogh's ideas and supports Jorgensen's arguments. Explains conceptual change in the comparative studies which is referred to as "comparative phylogenetic method". (Contains 33 references.) (YDS)

Analyzes biology textbooks on the subject of evolution before the Scopes trial, immediately after the trial, and today. Also considers the impact of the Biological Sciences Curriculum Study (BSCS) on biology textbooks. (MM)

Discusses the current state of environmental science and studies. Argues against critics who claim that the increasing diversity of environmental studies faculties is eroding the curricular coherence and academic integrity of the programs. (Contains 24 references.) (WRM)

Offers a concise, abstract description of the scientific method different from the historical, philosophical, and case-study approaches, which lead to comprehension of this method. Discusses features of scientific models, dynamic interactions underlying scientific progress, ways that scientist successfully understand nature, mechanisms for comparing scientific models, and the framework for the integration of science and society. (13 references) (JJK)

Argues that environmental policy and education are predominantly based on Western beliefs about nature rather than on native and indigenous sensitivities. Discusses Western conceptions of wilderness, alternative perceptions and conservation practices, the role of fires in the ecosystem, the priorities necessary for integrating alternative environmental viewpoints, and environmental conservation responsibilities. (35 references) (JJK)

Reviews the work of the Commission on Undergraduate Education in the Biological Sciences (CUEBS) from 1964 to 1972. Suggests that now is the appropriate time to reassess their efforts, to build on their successes, and to use their experience to attack some of the continuing problems facing biology education. (21 references) (KR)

Examined is the uniformity of curricula and instructional methods used in college biology education in the United States. Areas of special focus include curricula, introductory courses, laboratories, field experiences, faculty roles, undergraduate research, textbooks, ethics and values, encouraging underrepresented groups, capstone experiences, and interdisciplinary programs. (CW)

Suggests that educators and scientists should not eliminate evolution from the high school biology curriculum but should support the efforts of biology teachers who have a commitment to and understanding of both biology and education, and who strive to provide an education of scientific integrity and value for all students. (MM)

The idea that children's books must present biological information accurately and in an effective manner that invites children to consider biology as a career is discussed. The reasons why biology books are so well represented among children's science books and how teachers use science trade books in the classroom are described. (KR)

Provides a historical look at the development of academic biology. Attempts to project some presently recognized forces and organizational structures influencing the development of the field. Differentiates how the discipline is now as compared with the past. (TW)

Cites the public image problem of field biologists and systematists. Discusses systematics and natural history including species variation, ecology, management of organisms and appreciation of nature. Describes widespread fallacies which downplay the importance of field biology and suggests ways to improve its image. (CW)

Argues that introductory courses in college biology do a poor job of encouraging students to enter a career in biology. Cites examples of poorly written textbooks and treatments of various aspects of biology including basic definitions, cells and their operations, the mechanics of life, the nervous system, evolution and sex. (TW)

The science and technology advisor to the President of the United States presents the challenges facing Americans today in the fields of science and technology. The major topics focused on are people and development, agriculture, biomass and bioconversion, and regulation. (SA)

Focuses on rewards in scientific research. Discusses the social structure of science and its ability to inhibit creativity as ilustrated in the work, "The Act of Creation: Creative Processes in Science." This is related to accounts of the discovery of the chemical structure of DNA. (SA)

The role of technology throughout history and its relationship to science is discussed. The new frontier of societal technology is considered in terms of human behavior and misbehavior in the face of conflict. (SA)

Describes how a list of the great books of biology was developed. Discusses the insufficiency of textbooks and traditional classroom instruction. Advocates the uses of outside reading and libraries. Focuses on books designed to be read, not studied for information and enjoyment. (CW)

Asks the question: how does society assist citizens to stop deluding themselves with ESP, UFOs, astrology, polygraphy, water dowsing, channeling, and all manner of New Age gimcrackery? Supplies an answer: educators should emphasize instruction in probability models and scientific inference, while imparting an appropriate, scientific skepticism to students. (11 references) (Author/JJK)

The story of biology is far more complex and fascinating than straightforward facts or neatly labeled diagrams of structures and systems. Although exams can motivate students, the key to using these extrinsic motivators to increase student understanding lies in the way the assessments are designed and what they measure. Those involved in developing the new Advanced Placement Biology exam told convocation participants that the exam will include a greater number of higher-order-thinking questions and will ask students to demonstrate a solid understanding of evolution. It will require students to apply their knowledge in new ways and is a solid example of how exams of the future can drive improvements in student learning. Although extrinsic motivators are certainly important, the author suggests educators should also consider the role they play in igniting students' interests and creating lifelong learners who truly appreciate and understand biology and the nature of science. Regardless of the strategies used, the more educators know about what motivates students and works to engage them, the better their students will be able to take ownership of their own learning. And that is essential if they are to increase the biological literacy of students, who are tomorrow's politicians, school board members, precollege teachers, and voters.

Argues that one essential resource for continued lifelong learning is the vast network of organizations and media that support the public's burgeoning demand for 'free choice' learning - learning that is often voluntary and guided by a person's needs and interests. (MM)

Explains the importance of integrating bioethics into the science curriculum for student learning. Introduces a workshop designed for middle and high school science teachers teaching bioethics, its application to case studies, and how teachers can fit bioethics into their classroom. (YDS)

Discussed is the use and worth of any studies on animals in research. Topics included are human benefit, anthropomorphism, ecology, and the psychology of the use of animals in research. (DS)