VER the past several decades concepts in cell and molecular biology have become central themes in the study of life science. New discoveries, especially in the areas of DNA sequencing and protein synthesis have led to the development of new technologies. Because these applications have a profound influence on our daily lives, a fundamental understanding of DNA and protein synthesis is essential to a general biology curriculum. The major problem encountered by many biology educators is the inability to convey the cell processes and the organelles responsible for them without burdening students with excessive terminology and abstractions. At the University of Nebraska-Lincoln, a team of educators and biologists has developed a novel approach to teaching protein synthesis. Our approach is similar to recent activities described in The American Biology Teacher (Glickstein 1995; Oakley 1995; Rode 1995; Francis & Sellers 1994), but different in focus and technique by virtue of integration with home economics and cooking. This lab, Protein Potluck, is part of the curric-
The relationship between departments of chemistry and departments of education is sometimes strained or occasionally hostile. However, it is becoming increasingly clear that meeting the science learning needs of new or experienced teachers requires that these often opposing educational forces find common ground and establish ways to work together in a synergistic relationship. Forging solid working relationships between professional chemists and educators of teachers is beneficial in terms of the content and process of teacher education. Such relationships are also becoming a prerequisite for getting state and federal funding. For example, the Nebraska Coordinating Commission for Postsecondary Education requires "a joint effort of that [teacher education] program and the school or department of a specialized discipline [chemistry, in our case] in which the professional development would be provided" (1). The Federal Eisenhower Title II funding focus is also shifting from inservice (with practicing teachers) to preservice (with prospective teachers). All these changes mean that chemistry faculty will develop closer ties with teacher education faculty in a joint desire to improve education. In this paper we discuss the collaboratively planned and taught University of Nebraska - Lincoln (UNL) course Chemistry 195, Chemistry for Elementary Education Majors. The three-credit course, one of four science courses developed for elementary education majors at UNL, was developed with funding from the Howard Hughes Medical Institute and the university.
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