Provides diagrams to aid in discussing polymer dispersed liquid crystal (PDLC) technology. Equipped with a knowledge of PDLC, teachers can provide students with insight on how the gap between basic science and technology is bridged. (ZWH)

Presents an interview with Walbot who has done genetic research using corn plants. (PR)

Discusses the impact that three ecologists had on the poetry of Gary Snyder. Provides examples of Snyder's poetry in which the ecological concepts of the food chain, succession, the biology of loops, and networks are illustrated. (MDH)

Based on a spiral model of technology evolution, elementary students used LOGO computer software to become both developers and users of technology. The computerized environment enabled 87% to reach intuitive understanding of physical concepts; 24% expressed more formal scientific understanding. (SK)

Explores common alternative conceptions of a natural science topic familiar to students that was part of the regular curriculum. Finds that similar misconceptions are evident in upper and lower elementary school students. (Author/CCM)

Argues that food webs are an efficient method through which to communicate the core idea of ecology--that all living things are interconnected. Assesses the challenges and solutions to using illustrated food webs. (Author/CCM)

Gives an analogy useful for explaining the experimental teleportation of a quantum-mechanical state to beginning physics students. (WRM)

Presents an activity that enables students to change time into distance to see the "length" of the age of the Earth. (WRM)

Explains how an understanding of evolution's heuristic, or explanatory, advantage can inform today's evolution/creationism debates. (WRM)

Describes current and cutting-edge research on proteins that may spark the interest of biology students. Contains 27 references. (WRM)

Primary school students (n=40) ages 11 and 12 years were interviewed concerning their conceptions of the greenhouse effect. Analysis of the data led to the formation of seven distinct models of thinking regarding this phenomenon. (Author/CCM)

Explains that no permanent energy change occurs in a macro object after it has been transported from one location to another or when a group of them is scattered randomly. (WRM)

Points out the motivating effects of puppets, books, and animals on children's learning. Warns against books that may include incorrect scientific concepts and suggests the use of puppets. Recommends puppets, prose books, and internet sites. (YDS)

Investigates the knowledge and understanding among 482 students nearing the end of compulsory education of genetics. Finds a poor understanding of the processes by which genetic information in transferred and a lack of basic knowledge about the structures involved. (Author/CCM)

Finds that computer simulations can be used to visualize the processes involved with lunar tides. Technology adds value, thus opening new paths for a more distinct analysis and increased learning results. (Author/CCM)