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Causal modelling procedures developed in economics and biology provide social scientists with powerful methodological tools that permit them to bridge the gap between theory and research. In this paper one type of causal modelling technique involving a structural set of equations that are recursive in form has been used to reanalyze the data from two empirical studies that have appeared in the literature. The paper demonstrates how models of this form broaden the scope of the usual regression analysis. [ABSTRACT FROM AUTHOR]

The article presents three classroom procedures for presenting the concept of "mechanism" in biology. The term "mechanism" used in this article refers to the biological phenomena that can be accounted for a series of cause-and-effect relationships. The basis of this paper is the prevalence of anthropomorphic and teleological explanations. Each of the three classroom procedures described includes a paper-and-pencil exercise. The author of this article discusses the importance of clarifying the concept of mechanism, especially pointing out the fallacy of teleological explanations.

The article discusses an experimental study in biology that integrates testing with learning. The study shows that the experimental tests have a considerable diagnostic and remedial value for a student because it helps him in developing ability of self-dependency. Teachers' task of ceaseless correction of papers was eliminated by asking students to correct their own papers or those of their neighbors. Students' learning ability was increased through this activity and they regarded the practice tests as very valuable to them individually. Practice tests helped students by calling their attention to the points which students might not have noticed otherwise. These practice tests stimulate and increase students' learning of the text-book facts and are helpful in developing the attitude and ability of self dependency in students. This method is based on the transfer of responsibility of diagnosis and remedial activity from the teacher to the students.

A model biology curriculum based on in-depth development of biological concepts is presented It provides a framework of courses radiating from a core course in biological concepts and advancing to higher levels of concentrated attention to the concepts. A second part of the paper treats the rationale tor development of courses or curricula based on concepts. [ABSTRACT FROM AUTHOR]

The article reports on the survey conducted by the Office of Biological Education (OBE) regarding biology education in the U.S. Data gathered by the Digest of Educational Statistics indicates that for every ten pupils in the fifth grade in 1959-1960 wherein 7.2 graduated from high school in 1967, 4.0 entered college in the fall of 1967 and 2.0 are likely to earn four-year degrees in 1971. According to the Registry of the National Science Teachers Association, in 1967, there were 33,639 biologists among the 185,000 teachers of junior and senior high school science. Discussed are the details of the issue.

The article offers information on conclusions appearing in the research paper "Results of an Evaluation of High School and University Biology Instruction (1960- 1966)." The first conclusion states that the curricula of the newer high school biology courses are oriented more toward the subject matter and less toward the learner and the society. The second conclusion mentions that the approach or method of instruction which is used in the newer high school biology courses curricula, is more inductive and less deductive than that in the curricula of the traditional high school biology courses. The third conclusion discusses about the orientation of the curricula of the newer university introductory courses in biology.

The article provides information on the laboratory and lecture systems in the teaching of ecology in the undergraduate curriculums of colleges and universities in the U.S. It states that the position of science reflects two major areas of contribution to human knowledge including its representation as one of the most effective systems of inquiry by man into the nature of the world. It also reflects the developments of science that have provided the practical basis for revolutionary changes in man's physical and economic standards of living. Meanwhile, ecology may be incorporated into the general education curriculums of most universities in the country.

The article presents information on the annual report of the American Institute of Biological Sciences (AIBS) Inc. for 1967. The year 1967 was the year of computerization for the AIBS as it adapted the latest systems in use, and the system is stated to have proved itself to be the system with the greatest efficiency and ease. The AIBS will now offer limited business management services to its Adherent Societies in the form of membership list maintenance. In 1967, the individual membership in the AIBS reached 14,503. The AIBS authorized the formation of Student Chapters to impart a sense of responsibility to the young biology students. A life insurance plan was made available to individual members and to all members of the 20 AIBS Adherent Societies.

The article presents information on various approaches for an introduction to Biological Sciences. It is stated that scientific evolution can be described in a three-stage process. First, a pool of data is established from which various concepts can be deduced. The second stage involves experimental techniques, which is followed by a systematic examination of hypotheses. The biology course is designed around the organism as its basic unit of study, in which all observations are made with respect to the organism rather than to the cells or the species. The article also presents information on several lectures on Biology, including the concepts of evolution, vertebrates, reproductive mechanisms, and growth and development of vascular plants.

The article focuses on the study of three populations of wild rabbit confined with large enclosures to determine various aspects of rabbit biology. The influence which rabbits exert on pastures has received limited attention from Australian workers, despite of its well-documented evidence published by British workers which showed damage pastures brought by rabbits. The study started in July 1957 in the three tow acre enclosures with tree densities of rabbit populations. Moreover, several studies reveal the harmful effects of rabbits on every class of habitat which they inhabit from alpine to semi-arid regions. In addition, rabbits seems to be more competent than sheep in selecting pastures for food.

The article presents a study which examines the performance of students who are taking up the Biological Sciences Curriculum Study in the U.S. The curriculum was established in 1959 for the purpose of upgrading the teaching methods in biology and enhances the student's understanding of the theories and its application for practical purposes. The actual examination performances in the laboratory revealed significant information regarding the technical skills and problem solving abilities of the students. Some students revealed high standards of work.

The article cites a study on the effects of various constant teaching patterns upon the achievements of slow learners taking high-school biology. It examines whether constant patterns of teaching of various types over an extended period could affect concept-formation, problem-solving, and total achievement. The total achievement or improvement of a student is measured base on its performance on problem solving. The search for a better way of teaching science of various intellectual levels proves to be a continuous journey.

The article cites a study on the relationship between interaction patterns followed in the classroom and the acquisition of science knowledge by slow learners. The search for a qualitative science teaching has never been enough in dealing with the slow learners. These learners are capable of learning more efficiently by a specially designed techniques that include special guidance, special planning, special curricular design and special teaching pattern. The objective of this study was to design effective methods of teaching high school biology to slow learners. In conclusion, the study reveals that teacher to student interaction is more effective compared to traditional teaching process.

The article presents a study which investigates the relationship between the teachers and students in biology classes in high schools. It was speculated that research on the relations between behavior of science teachers and other variables is barely adequate. An important task facing researchers in science teaching is to understand the complex phenomenon of teaching and to develop theories of science teaching. The study was divided into two phases to meet two major objectives including the development of a reliable category system and to describe and analyze the characteristics and patterns of these kind of interaction.

The article discusses the development of a model for concept formation in science. The author aims to describe a model for interpreting the mental process of concept formation that may be of utility for classroom research. The utilization of information theory has aided some of the most significant advances in the behavioral sciences and biology. An example of the major sources of information used in concept formation is thought to derive from problem solving experience. Problem solving involves the processing of stored information and selections of behaviors or response patterns. A schematic representation of the component parts and pathways involved in concept formation is also provided.

The article examines the curriculum for the talented student in biology in the U.S. A curriculum for the talented student in biology is one that provides a variety of environments and learning experiences through which the student may explore his interests and be stimulated to capitalize on his native abilities. Talented students in biology require guidance and inspiration from well-trained, enthusiastic, dedicated biology teachers. The total curriculum for the talented biology student is one that is well-balanced in the humanities. The curriculum includes at least one year each of chemistry and physics, a minimum of three years of mathematics, some shop experience to acquire skills in the use of tools and machines, and training in mechanical drafting.

The article presents information on how to teach biology for general education. Many teachers believe that the emphasis of biological data or knowledge, per se, without relationship to other areas of knowledge and living is adequate for the development of a general education program. Perhaps there are a few teachers who believe that biological knowledge should be diluted in order to develop the aims of a general education. The approach to teaching biology for general education will vary in terms of emphasizing the content objectives, attitudinal objectives, or other kinds of objectives. It is not suggested that the following proposal be employed as the best means of teaching biology. There should be flexibility in content, materials and methods of teaching to meet the needs of individual students and communities.

The article presents the result of a project aimed at producing a syllabus in biology for general education, based upon previous investigations and current judgments from various leaders in the area of general education and in the biological sciences. The syllabus contains forty-two principles of biology. For each principle there is a list of several criteria of general education. Specific readings were suggested for each principle in order that students may obtain a better understanding of biology.

The article discusses a classroom procedure intended to create a sense of partnership between biology students and biology teachers at the Phillips High School. To find out which are the outstanding students, the ones who would make the best leaders and what the special interests of the class are, students and the teacher have informal discussions once a week. During the Mississippi Flood the class in plant biology was especially interested in the relation between forest conservation and floods. Other local topics studied were related to Mediterranean Fruit Fly, Tent Caterpillars, Insectivorous Birds, Tree Conservation, Living Christmas Trees, and Preparation of Certified Milk. After the pupils have become acquainted, the class is organized as a nature club, with the usual officers: president, vice- president and secretary elected by secret ballot. A committee of four is selected to assist the vice- president in planning programs for the term. Each group sets to work enthusiastically to prepare the best speeches and get the most interesting demonstration material. Pupils are encouraged to bring any kind of specimens they may find. This collecting naturally leads to an interest in field trips. Two days of each week are given to the usual formal recitation and outlines are made for the work covered.

The article presents information about the special uses of biology in elementary school curricula in the U.S. Science motivates and clarifies mathematical ideas for the small child. At the same time, mathematics quantitates the science subject matter. The use of biology in sorting into sets includes the selection of appropriate organisms and the setting up of appropriate criteria used in classification. Studies show that children develop enough manual skills in second grade to measure accurately, write measurements in a table and draw graphs. Unfrotunately, the use of living materials in schools is limited since many modern classrooms are not designed to accommodate living things.

The article presents news briefs related to life sciences. School of Medicine University of Maryland, Baltimore, Maryland has announced to offer postdoctoral research associateships in variety of medical problems and related areas. Rose Polytechnic Institute, Terre Haute, Indiana has set up a permanent faculty committee for applied biology and bioengineering. Public Health Service of the company HEW has announced General Research Support awards.

The article attempts to determine whether the biology course in the ninth grade would be as effective, in terms of pupil learning, as the course taught in grades ten and above. General Biology was offered to selected ninth grade pupils in five junior high schools during the 1958-1959 school year. The ninth grade pupils' learning were compared with that of the older pupils in the five senior high schools also taking biology during the school year. The study indicates that a selected group of ninth grade pupils is capable of achieving as well as, or better than similar groups at the senior high school.

The article discusses some important factors, which a biology teacher must consider when suggesting biology projects to students. Ability of the students should be considered when assigning projects to them. Interests of the students should be considered as this is the opportunity to integrate biology with the other subjects in the curriculum. The project should enable the student to have a better understanding of the content he has studied as this will give him experience in use of materials or manual abilities other than merely information from the biology reference. Students can make a collection of photomicrographs. They can make projects related to disinfectants, antiseptics, fumigants with their relative values and their uses. They can depict the life cycles of disease organisms through a series of diagrams. They can make a bibliography of biology references and nature books in school libraries and local libraries.

The article offers information about the programs of the Office of Biological Education (OBE) of the American Institute of Biological Sciences Inc. (AIBS). OBE's office staff and the Commission on Undergraduate Education in the Biological Sciences (CUEBS) monitor educational statistics, government bulletins, journal publications and conference reports for information relevant to education in biology. It addressed issues related to bioscience. The existing programs include visiting biologists programs, consultant bureau, career guidance and student chapters.

The article reports that Vermont Academy in Vermont came up with an innovation in examination system by bringing breakfast for examinee students. A breakfast tray with fruits, eggs and milk instead of question paper was placed before the students appearing for biology paper. They were asked relevant questions of the subject which were specific with the items in the tray.

The article reports on a long-persisting myth, the Kaibab Deer Incident. It is said that one of the most cherished fables of modern biology is the tale of the Kaibab deer. The events on the story have been interpreted theoretically as a classic instance where the effects of disruption of prey-predator relationship can be readily seen. It is said that practical conservationists view the situation as perhaps the most celebrated of such cases where predator control injuries the species wildlife biologists are attempting to protect.

The article cites the paper presented at the Commission on Undergraduate Education in the Biological Sciences in the U.S. The author stresses that there are outstanding researchers who are regarded outstanding lecturers in introductory biology courses, which suggests that good teaching follows good research. It is also elucidated that researchers are provided with salary for conducting research, publishing his findings, and bringing honor to himself and the institution. The author likewise emphasizes that teachers should be committed and responsible in making science relevant to students.

The article focuses on the course, Biology and Human Life at the Fieldston School of the Ethical Culture Schools in New York City. According to the article, the course was provided to 12th-grade girls who were interested in preparation of working in the areas of home economics and child care. It adds that the course used the textbook "The Science of Life". It provides a list of topics covered by the course. A summary of the statement of student and teacher objectives on the study of development throughout the human life span is given

The article studies on the problems of preservice biology teachers on decision-makings. The study was carried out in the period of 1970-1973 at the Department of Agricultural Education of the Hebrew University of Jerusalem, Israel. In order to establish an objective external criterion, the test was administered to a handpicked group of 20 experienced secondary-school biology teachers, personally known to the authors, and known to be exhibiting the desired type of teacher behavior. The desirable teacher in the study was defined as process oriented.

The article presents a study which examines the relationships among achievement in science, directiveness of teaching style, and cognitive preferences through the use of high school biology students. Data gathered from each subject were analyzed by analysis of variance, analysis of covariance, and correlation coefficients. Results of the study indicate that students who display a string preference for application tend to achieve more than those who display a strong preference for memory. Moreover, data suggests that a nondirective teaching style produces greater achievement than a directive teaching style.

The article focuses on the risk-taking in the explanation of biological events. Risk-taking is measured by the Extremity-Confidence of Hypothesis Test and the Risk-Taking Verbal Observation Scale, was analyzed within 2X2 and 2X3 factorial designs. The independent variables consisted of two levels of group arrangement for discussion. Results of the study have shown that verbal risk-taking is influenced by differential knowledge of the information and the composition of a discussion group based on the members' measured achievement motivation. No differences were noted in the comparison groups on risk-taking as measured by the Extremity-Confidence of Hypothesis Test. Based on the results of this study, the suggestion that risk-taking is a multidimensional trait is supported, and the magnitude of its expression may be influenced by differential treatments.

The article lists books related to biology including "Analytical Serology of Microorganisms," Vol. I, edited by J. B. G. Kwapinski, "Bacterial Physiology and Metabolism," by J. R. Sokatch and "Bibliography on the Genetics of Drosophila," by I. H. Herkowitz.

Presents updates related to the study and teaching of science. Method devised by G. W. Peckham for teaching biology to his class; Discovery of a fire-proof paper by a German inventor.

The author focuses on the efficient study of principles in general biology. He implies that the study of principles in biology should be more effective so students will have more time to learn new principles that are developing, explore discovery and inquiry experimentation, experimental techniques, application of principles and study biology in relation to other studies. He lists the theories and relational laws in biology, including cell theory, classical gene theory and general theory of organic evolution.

The article focuses on the bimodal principle of membrane construction. The researchers' assumed the universality of the bimodal principle of membrane construction. A protein was said to be at a water-lipid interphase with one phase on the aqueous phase, and the other in the hydrocarbon sector. According to the studies of Vanderkooi and Green, only proteins with bimodal nature could be stable within the membrane continuum. Also discussed is the packing of bimodal proteins and lipids, tier structure of membrane system, and the difference between intrinsic, and extrinsic proteins.

The article discusses the preparation for the education in health sciences, particularly in biology, in the U.S. The health education in the country originated in private schools, often operated as businesses run as much for profit, rather than for service. Many health professionals in all fields, including human medicine, are being trained in schools offering healthcare studies. Moreover, many of the biology courses are deemed essential to professional preparation in the field of medical studies.

The article provides information on a study regarding the use of audio-tutorial materials as a vehicle for transmission of learning in a biology program at Syracuse University in New York. The purpose of the study, which deals specifically with the general biology course for undergraduates, is also to determine the relationship between student abilities and achievement levels in an audio-tutorial course. The level of achievement was assessed through individual performance on objective tests within a group taught by a professor.

The article analyzes the roots of a growing issue in biological sciences, which involves biologists' doubt to solve fundamental problems in their field and their increasing belief that these problems can be addressed by other scientists who do not specialize in biological sciences. This belief has a significant impact on science and biologists, in particular, because it makes them feel discourage and inadequate, even those who have already made significant contribution to the field. The author also discusses the possibility that biological educators will soon eliminate or reduce preparation in the biological sciences from the curriculum of biology students, considering that it is the non-biologists who will make future contributions to biological research.

The article focuses on the formation of course materials with special reference to those related to biological sciences. The creation of a course for the introduction of basic scientific ideas to students of non-science backgrounds in the University of California at Santa Cruz, California, is taken as a case in point and several issues that crop up during the creation are analyzed. According to the article, the different aspects of biological sciences are best taught by reference to one other as an interdisciplinary approach creates greater comprehension. Several similar courses at other universities are also analyzed.

The article presents a reprint of the proposal for an International Biological Program that the National Academy of Sciences of the U.S. received in December 1963. The proposal intends to ensure the worldwide study of organic production on the land, in fresh waters, and in the seas and human adaptability to the changing conditions. The proposal states that for maximum benefits the program will limit itself to basic biological studies related to productivity and human welfare.

The article presents the reprint of a speech delivered by the President of the Southwestern Association of Naturalists at its Annual Meeting in April 1963. The knowledge explosion taking place in the life sciences is expected to make the present ideas pitifully puny and uncomplicated in the future. It is stated that the importance of biology in the lives of every educated citizen behooves professional biologists to provide undergraduate education both for nonbiologists and biologists.

The article reports on the studies in biology and ecology of Rhacomitrum Lanuginosum Brid, a widespread moss in the bleaker regions of Great Britain. It describes the distribution of Rhacomitrum Lanuginosum Brid with reference to the vegetation of North Wales. The studies showed that geographical distribution is regulated by air-humidity, temperature and rainfall while the detailed distribution within a given region is regulated by competition. According to the author, the status of Rhacomitrum Lanuginosum Brid in calcerous habitats and in summit vegetation has been given close attention.

The article presents a study which aims to identify currently credible concepts in biology considered to be important for inclusion in K-12 curricula. The procedures employed in this study make use of scientists at the front of knowledge from the beginning and include scientists and educators with a variety of orientations. This resulted in a free flow of new information; evaluation of each statement by panels of colleagues for precision, credibility, completeness, and importance; and judgment by educators and teachers at to their importance to the education of youth. The concepts identified in this study and the importance attached to them by the national panel should be considered in developing K-12 science curricula. Hence, the concepts resulting from this study should, like all lists, be re-evaluated and revised periodically.

The article presents a study on the use and evaluation of selected industry-sponsored publications for teaching contemporary biology. A series of investigations was conducted to examine the potential of selected industry-sponsored learning aids for increasing levels of knowledge about specific aspects of contemporary biology in various academic groups. The investigations were undertaken for the following objectives: (1) to determine levels of knowledge relating to certain contemporary notions about molecular and cellular biology among various academic groups, and (2) to determine the relative effectiveness of various methods of utilizing industry-sponsored publications to extend knowledge and concepts about biology at the molecular and cellular levels in general education science courses for non-science majors, or in science education courses for prospective and in-service teachers.

The article presents a study of cognitive subsumption in the life sciences. The purpose of the study is to test the hypothesis that acquisition and retention of unfamiliar, but meaningful, verbal material can be facilitate by the advance introduction of relevant subsuming concepts or organizers. This is based on the assumption that the cognitive structure is hierchically organized in terms of highly inclusive concepts under which are gathered less inclusive subconcepts and information. The study utilized two major concepts of modern biology as expository organizers: level of biological condition and homeostasis.

The article focuses on the pre-service and in-service education of Biology teachers. The author foresees a positive future of a course such as this for in-service and preservice training. Certainly in the years to come, work will be carried outside the formal classroom. There will be a spreading of valuable educational centers and mass transportation facilities by which to reach them. The mechanized storage and retrieval of the massive accumulation of knowledge will put it within the reach of all. Finally, there will be a movement away from regional emphasis of teaching biology and toward universal application.

The article focuses on the various aspects of content-learning in a process-oriented curriculum of BSCS Biology in Israel. Three main questions were asked which relates to: (1) the level of subject-mastery attained by BSCS pupils; (2) the level of subject-mastery of BSCS pupils as compared with matched conventional groups; and (3) the degree of functionality of acquired subject-matter. The author generalized that: (1) absolute subject-matter mastery by BSCS pupils within the selected biological topics did not reached levels hoped-for; (2) BSCS pupils gained more information than matched-comparison groups; (3) the measure of functionality of acquired information was unsatisfactory in both populations; and (4) further research is necessary to show whether the unsatisfactory achievement by BSCS pupils.

The article focuses on the study which aims to determine the effect of using the demonstration method in teaching biology. Furthermore, the study examines the historical role of the demonstration method in biological pedagogy. The factors that have influenced the trends in the use of demonstrations in teaching biology includes: (1) the nature of biology; (2) the social and economic climate of the time; and (3) the prevailing philosophy of education. The author assesses the major historical periods in the development of the demonstration method. The changing role of the method is not due to positive educational research but the inconclusiveness of the research.

The article focuses on the examination of the relationship of academic achievement to success in content centered and process centered biology laboratories. Significantly, the effects of the differential treatments were ascertained through the analysis of results on pre test and post test administration of various educational tests and measurements. The relationship of academic achievement to success are ascertained through the computation of correlation coefficient between quantitative estimates of high school achievement and student scores. The results of the study reveals that high school achievement cannot be used as a basis for predicting success in process-centered laboratories. The conclusions presented in the study support certain recommendations regarding the laboratory experience to be associated with general laboratory course for college freshmen.

The article focuses on the examination of the relationship of student values to success in content centered and process centered biology laboratories. Significantly, the laboratory settings includes: (1) the content-centered laboratory is where student activities revolve around explicit directions as presented by the laboratory manual or instructor; and (2) the process-centered laboratory is where students are engaged in the solution of problems which have been defined by the teachers or by themselves. Furthermore, findings have indicated that neither the two laboratory environments categorically more effective than the other. The author noted the following observations: (1) there is a negative correlation between social value scores and process-centered gains in science attitude; and (2) negative correlation between gains in interest in biology and religious value scores.