search participation program," hadPaul Geisert (Oak Park and RiverForest, Illinois, High School) demon-strating his "think box," a skull intowhich students are encouraged to placequestions. M. Cassandra Hickey (Med-ford, Massachusetts, High School)talked about her guide sheets whichshe used to help her students under-stand better the BSCS Yellow Version.In Oregon at Twality Junior HighSchool, Arthur Biederman used hisstudents as part of a NSF research par-ticipation ground squirrel study. AndGladys Kleinman (Rutgers University)explained her inquiry-oriented methodscourse to train nonscience orientedelementary teachers.

In a session, "Teacher training andresource use in biology," Tom Mertinsand Jerry Nisbet (Ball State Univer-sity) explained that their NSF sum-mer institute stressed cytology, ge-netics, and biochemistry to fill the voidof most secondary teachers. KennethBandellier (New Haven, Indiana, HighSchool) reported on his researchwhich showed that teachers seldommade use of community resources.The necessity of keeping records ofan organization, which can be madeavailable for research, was stressedby Myrl Lichtenwalter (Wells HighSchool, Chicago.)

In the last session, Alfred Novak(Stephens College) proposed a modelcollege program for training future bi-ology teachers, and Charles Ostrander(Merced, California, College) showedhis device for obtaining immediateevaluation of student response to pre-pared questions. And finally, JohnCunningham (Florida State Univer-sity) explained how biological exam-ples can be used to build science con-cepts in elementary students.One of the most interesting and well-

attended sessions was an "how-to-do-it" session where 20 teachers simultane-

- ously demonstrated their pet ideas.The highlight of the sessions was

the NABT luncheon; Ralph Gerard(University of California, Irvine)talked on brains and learning.

HARRY K. WONG,Program Chairman

Education (Q)

National Science Teachers, Association (Q9)

The NSTA and the Central Associa-tion of Science and Mathematics

- Teachers (Q5) (CASMT) coopera-

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tively planned sessions that were con-cerned with the rapidly changing pat-terns of science education at all levels.from the primary grlades through col-lege.

Sessions on science in the elemileni-tary school emphasized the great needfor involving individUal students in theprocess of science to achieve effectivelearning and for more open-ended ex-

petriments to help children understandthe natuLre of science. One lecture pre-sented methods for LIsing closed cir-

culit TV for observing and evaluatingteaching techniques.We shouLld give mlore attention to

the preparation of teachers and help-ing theml keep Lip to date in science.The most important thing that a teachershould develop in college is a soundphilosophy-of science, of scienceteaching, and of life in general. Thisphilosophy is not Ustially what is taughtin formal classes, bLit what is learnedin the milny classroom and life situa-tions on the camiipuS.

The session on science in the juLniorhigh school dealt specificallv withachieving balance in teaching the phys-ical sciences. One speaker showed howthe earth and space sciences can serveas a uinifying thenme for teaching sci-ence. There is a lack of adequate em-phasis on the laboratory in juLnior highschool and a need f or providing mloreadequate facilities and equlipment.

Problems of teaching science in thejLinior college were also discussed.There is a need for more interplaybetween administrators and professolrsin 4-year colleges and their couLnter-parts in the juLnior colleges. In somecolleges an alarming trend away fromemphasizing scientific literacy for gen-eral educaItion is indicated throuLgh thedecreased emphasis on science for gen-eral education and the increased em-phasis on the sepaLrate disciplines.

There is an encouraging imlprove-ment in the academic quality of juLniorcollege teachers, often placing them onequal intellectuLal footing A ith the pro-fessors in the 4-year college. The jun-ior college science staff is mnakingcommendable efforts to solve the prob-lenis of the wide range of ability levelsamong students and relieving the pres-sures of rapidly increasing enrollmiients.AlthouLgh professors in juLnior collegesare giving an Increasing amount of at-tention to research, teaching is theirprimary fuLnction and interest. This, to-gether with the fact that the best teach-ers are teaching introductory as wellas more advanced courses, creates a fa-

SCIENCE, VOL. 151

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vorable situation for providing studentswith a sound introduction to science.

Several groups met to discuss spe-cific topics related to science teachingin junior college. A report of these dis-cussion groups is available on requestfrom NSTA, 1201 Sixteenth Street,NW, Washington, D.C. 20036.One of the problems facing teachers

and administrators is that of effectingchanges in teaching techniques and con-tent in the classroom. In-service educa-tion and new techniques for evaluationprovide excellent opportunity for ac-celerating these changes. One speakerdiscussed the role of education in oursociety and the potential assistance forchange available at all levels of instruc-tion through federal funds. In the fu-ture it is probable that increasing at-tention will be given to implementingchanges and encouraging schools atevery level to improve their instruc-tional programs.

ALBERT F. Eiss,Associate Executive Secretary

Information andCommunication (T)

Current Issues in Communicationof Science II: The ScientificMeeting and Related Publications

The panel on Scientific Meetings (27December 1965) observed that thereare many purposes for scientific meet-ings; among the most constructive usesby scientists are: Reporting and learningabout new research developments; sur-veying the state of the art of an area;personal contact, both professional andsocial; and building interdisciplinarybridges. These purposes are accom-plished to varying degrees by the manytypes of meetings now offered.However a great deal of both direct

financial outlay and valuable time isnow consumed by meetings. This hasreached the point where the value ofpresent meeting activities is being ques-tioned with increasing seriousness.There is not any good method of evalu-ation and it is rather widely assumedor estimated that the return on totalexpenditure is small. The planning andsponsorship of meetings is moving fromthe scientific and professional societiestoward the federal government andtrade associations.More clarity of objectives.is needed

in planning most meetings as is morecare in setting structure in accordance

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Education (Q)Albert F. Eiss

DOI: 10.1126/science.151.3712.889 (3712), 889-892.151Science 

ARTICLE TOOLS http://science.sciencemag.org/content/151/3712/889.citation

PERMISSIONS http://www.sciencemag.org/help/reprints-and-permissions

Terms of ServiceUse of this article is subject to the

trademark of AAAS. is a registeredScienceAdvancement of Science, 1200 New York Avenue NW, Washington, DC 20005. The title

(print ISSN 0036-8075; online ISSN 1095-9203) is published by the American Association for theScience

1966 by the American Association for the Advancement of Science

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