college, to become involved in a special the elementary classroom, how science the minds of young children by teachers, course in high school followed by an ex- may be related to the various learning are difficultto correct later. amination which can result in advanced skills, the teaching of science to "ex- Parts of this textbook are good, but placement in that college. CLEP involves ceptional children," and descriptions of there are too many factual errors. examinations at two levels, general and science experiences from which children Jean E. Cooper specific subject matter for participating may learn at the different Piagetian EastHigh School colleges and universities. Although it levels. Unfortunately, few possible solu- Cheyenne,Wyoming was not discussed, biology is one of the tions to the problems posed as examples areas that can be tested. Supposedly the are provided. Most results are self-evi- examinations are designed to help post- dent to an experienced teacher, but the secondary institutions in recognizing the inexperienced teacher frequently needs Evolution diverse backgrounds of would- be- stu- the security of knowing what to expect. dents and aids in assessing their knowl- A recurring idea in this section of the INSTANT EVOLUTION:WE'D edge level. The results of the examina- book is that children with limited reading BETTER GET GOOD AT IT tions can then be used by the college or skills can be successful in science be- by Thomas P. Carney. 1980. Univer- university in placing or awarding credit cause it is an active, "hands-on" type of sity of Notre Dame Press (Notre Dame, equivalency. experience. Unfortunately, this con- Indiana 46556). 180 p. $13.95. Overall the writers of the various cept has been accepted without discrimi- papers dealt with perspectives: historical, nation by too many elementary teachers. Here is as nearly as possible an im- college, and secondary school. There When older children are enrolled in partial look at present and future ques- Downloaded from http://online.ucpress.edu/abt/article-pdf/43/3/171/39025/4447205.pdf by guest on 29 September 2021 was considerable discussion of concerns, science courses, some of them have dif- tions about the biology of Homo sapiens. and rightfully so, with institutional poli- ficulty recognizing the need to use read- The book is written by a biochemist who cies, interinstitutional policies, measure- ing skills to be truly successful in science has been involved in modern medical ment, the economics of credit exemption, studies. However, some references are advances. He writes knowingly and and the future of credit by examination. made to what children have found in simply. It is an understandable book The entire text is a discussion of credit by their reading that they have used in for everyone-teachers, students, lay- examination, and generally the book interpretingtheir results. Chapter 7, deal- people, and medical practitioners. favors this concept as implemented by ing with the use of science in the de- The slim volume is divided into ten APP and CLEP. There did appear to be velopment of mathematical skills, is chapters, each devoted to a different but a great deal of unanimity of the sponsor, generally good; but at least one of the ex- related problem of the biologist-medi- the College Board and its invitees- amples may be questionable. On page cal practitioner-human relationship. The institutionsapparently using or interested 128 in the example concerned with the opening chapter is devoted to the knotty quite seriously in APP or CLEP. The con- proportions of children in a class that problem of "When does life begin?" troversy that surrounds this concept was have brown and blue eyes, the teacher and "When does it end?" The medico- not ignored, and it is readily recognizable needs to understand the definition of legal aspects of these alpha and omega in the comments by discussion respond- the term "browneyes." of each of us are looked at unemotionally e nts. Part 2 provides specific factual infor- and have to do with everything from This text is essential reading for any mation for the teacher and some very abortion to pulling the plug on a life- teacher, institution, or admissions good experiences for classroom use, but support system. Similarly treated are personnel considering APP and/or the authors seem to be better acquainted amniocentesis and genetic diseases, CLEP. Certainly as intimated in the text, with physical science than biological recombinant DNA, artificialinsemination, it may be passe' to say it has a role; but science. Several errors could have been organ transplants, the rights of the indi- rather, concern focuses on what direc- prevented by checking any high school vidual versus the rights of society, the tions might credit by examination take in biology textbook. On pages 215 and quality of life versus the sanctity of life. the future. 216, no distinction is made between the The author clearly conveys his stand John Coulter white potato (a tuber) and the sweet on these perplexing questions. However, St. CloudState University potato (a fleshy branch root) as to struc- that does not prevent him from present- St. Cloud,Minnesota ture and growth patterns when sus- ing a balanced discussion of pros and pended in a glass of water. The diagram cons. This little book should make an on page 216 is a sweet potato. On page ideal textbook for a discussion course at 221, in a discussion of plant adaptations, the senior year in high school or any- the authors describe the cacti as having where in college from freshman level to SCIENCE FOR CHILDREN: A BOOK "thick,waxy leaves that limit the amount post-graduate seminars. FOR TEACHERS of water lost by the plant." The use of F. MartinBrown by Willard J. Jacobson and Abby cacti for illustratingadaptation would be Colorado Springs Barry Bergman. 1980. Prentice-Hall, fine if correct information were used. Colorado Inc. (Englewood Cliffs, New Jersey In fact, they could have made two points: 07632). 524 p. $17.95. one, the leaf reduction to spines reduces water loss; and two, the stem adaptation EVOLUTION FOR NATURALISTS: Science for Children is a textbook and to become the photosynthetic organ in THE SIMPLE PRINCIPLES AND a sourcebook for use in a methods the plant. On page 240, in a discussion COMPLEX REALITY course for elementary science teachers. of general taxonomy, there is a nicely by Philip J. Darlington, Jr. 1980. John In part 2 are found some good reference executed line-drawing of a lancelet, Wiley and Sons, Inc., (One Wiley materials, especially those focusing on complete with notochord and dorsal Drive, Somerset, New Jersey 08873). the physical sciences. nerve cord. Unfortunately, the caption 262 p. $19.95. Part 1 is devoted to Piaget's theory of identifies it, and a text reference indicates intellectual development as it applies in it to be an exampleof planaria. The author developed three points of science, why science should be taught in Such factual errors,when implanted in view of evolution in this recently pub-

REVIEWS 171 lished book. The first view is that of a writer, has done that with remarkable in- although it was designed to accompany naturalist, the second, that of a profes- sight and clarity, revealing at the same the author's college course. It consists sional academic biologist, and the third, time a not so subtle kinship between of sixteen exercises covering such topics that of a human being. science and art in human endeavor. as cell structure, respiration, photosyn- The author's goal is to describe organic Judson reviews the history and the thesis, mitosis and meiosis, genetics, evolution in plain English terms rather level of our understanding of many ideas ecology, and evolution. The exercises are than mathematical ones, in order to re- which exemplify scientific knowledge primarilydescriptive and require the stu- late it to other processes of directional and describes with admirablebrevity how dents to put into their own words major change for promoting understanding and we came to understand them as well as concepts, define key vocabulary words, to reassess current theories by correcting we do. He seems to have been searching or solve a problem related to background old errors and discovering new things for personal descriptions of those re- information. It is assumed that con- about it. markable "moments of the mind" that current use of textbook references and This book may be used as a starting have led to great surges in human know- lecture material allows for complete un- point for reorientation or self-education ledge as well as for examples of the derstanding of the material. The manual in evolution by the general public, who stringent discipline that we more com- includes a variety of illustrations that find it of interest. It is not designed as a monly expect from scientific effort. generally are detailed in construction and textbook, but as a sequel to an open- This work also demonstrates with accompanying labels. Examples of draw- ended course or seminar. narrativeand graphics the pervasiveness ings include the paramecium, woody di- Although several chapters are some- of a very few principles upon which our cot stem, root cross section, seedlings,

what technical, this book is knowledge- total understanding of the universe has mitotic and meiotic stages, and angio- Downloaded from http://online.ucpress.edu/abt/article-pdf/43/3/171/39025/4447205.pdf by guest on 29 September 2021 ably written. However, too much time developed and continues to develop sperm life cycle. Flowcharts of respira- was devoted to the naturalist, probably through what Judson calls our "rage to tion and photosynthesis have been sim- because the author happens to have ex- know" and our extraordinarypersistence plified to emphasize major outcomes and tensive experiences as a field naturalist. in pursuit of ideas. Included among these endproducts of these events. At the end There is indication of several strengths principles are pattern, change, chance, of each section the author has supplied in the above reading, such as indicated and feedback, which are each described multiple choice test questions typical of in Chapter 6, on "Evolution At The Dar- through the experiences of those who his exams: By completing the workbook winian Level" under the topic of extinc- have added to and reinforced the mas- the student has organized a considerable tion. The author states an interesting fact sive body of evidence which confirms our amount of informationfor study purpose that "disappearances of whole major knowledge of them. Perhaps even more, using a format characteristic of tradi- groups of organisms seem to have oc- Judson succeeds in demonstrating the tional biology. curred very rapidly." level of confidence we have developed in Jane E. Mazur Another strong point is indicated in the tools with which we acquire and de- PikesuilleSenior High School Chapter 8 on "EvolutionaryTracks and velop scientific knowledge, our fascina- Baltimore Timetables" where the author has dis- tion with models, our insistence upon played an excellent array of diagrams persuasive evidence and coherent such as the sequence of geologic periods, theory, and our appreciation for those and Tertiary epochs, and of the evolu- qualities of doing science that lead the author to suggest that "science is our tion of life on earth. LABORATORY INQUIRIESINTO century's art." In conclusion, this book serves more to CONCEPTS OF BIOLOGY My only problem with this book re- educate the public than naturalists,who by W. F. Andresen, R. A. Boutwell, sulted from its design, which intersperses were its intended audience. Each chapter R. E. Crumley, H. F. Force, L. A. Gal- interesting and distracting story and is clearly written and described in enough loway, D. J. Robbins, and T. E. Rac- photo panels among the primary narra- detail, and in simple terms for the public; how. 4th ed., 1980. Kendall/Hunt tive pages. One worries often about what but it defeats its purpose and serves Publishing Company (2460 Kerper to read first-whether to delay the main neither the professional academic biolo- Boulevard, Dubuque, Iowa 52001). narrative or the photographs as each gist nor the naturalistfully. 119 p. Price not given. Shirley A. DeFilippo page is turned. Despite this minor harass- ment, I found the entire work to be stimu- EllsworthSchool Laboratory Inquiries Into Concepts of South Windsor,Connecticut lating and exciting to read. It belongs on high school and college reading lists and Biology, 4th Edition is a balanced, com- among those artful books you display prehensive set of exercises commonly with pride on your coffee table at home. performed in college introductory bio- Thomas J. Cleaver logy courses. The writing is straight- Universityof Texas forward and uncomplicated. Particularly General Biology at San Antonio interesting are Exercise 10 on Blood Pressure, a subject not normally treated THE SEARCH FOR SOLUTIONS in such a lab manual, and Exercise 13, by Horace Freeland Judson. 1980. which combines teaching of meiosis with Holt, Rinehart and Winston (383 A WORKBOOKFOR the morphology and life cycle of mosses. Madison Avenue, New York, 10017). THE LIFE SCIENCES A very useful feature of the book is the 212 p. $16.95. by Elmo A. Law. 1980. Kendall Hunt list of materials at the end of each exer- Publishing Company (2460 Kerper cise. The authors have kept the equip- Horace Judson has written a superb Boulevard, Dubuque, Iowa 52001). ment and supplies needs general enough book. One of the things that writers of 92 p. $6.95. so that most schools could use the book. science books have not often done well is A weak feature is the drawings that are to communicate the ways in which scien- This spiral workbook represents a generally of only average quality. On tific discovery is intimately tied to human guide to topics covered in a variety of page 44 in the drawing, a reference is thought and action. Judson, a science introductory college biology textbooks, made to "dirt"particles ratherthan soil.

172 THE AMERICANBIOLOGY TEACHER, VOLUME43, NO.3, MARCH 1981