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Presents lesson plans on bread making using a student-centered approach and process skills. Includes designing the experiment, investigation, and data collection. (YDS)

Science writing from periods of great change in science can be used productively in the classroom to advance scientific literacy. Compares the scientific monograph with the short paper prevalent in the late 20th century and suggests that there are cases in which a small group of papers can serve the same function as a monograph. (Contains 30 references.) (Author/YDS)

Details a project in which successful DNA analysis techniques were developed by students and their teacher in a rural school. Focuses on a study of sage grouse. (DDR)

Points out the importance of socioscientific aspects of laboratory activities for the development of understanding of different cultures' contributions to science. Describes a lesson on gene splicing using the 5E Learning Model. (YDS)

Reports on the analysis of several syllabus guidelines and school textbooks that indicate that DNA appears mainly in upper school curricula where the emphasis is on cellular responses and classical Mendelian genetics and substantial areas of contemporary genetics are omitted. (Contains 16 references.) (Author/YDS)

Describes instructional materials developed to address two major needs in biology education--how to form scientific opinions and providing a link between students and literature. Presents two essays, rats and potatoes and butterflies and corn, introduces students to article searching, reading peer-reviewed scientific studies, writing, critical thinking, and forming considered scientific opinions. (Contains 14 references.) (YDS)

Describes a DNA model constructed with Legos, which allows students to work cooperatively. (YDS)

Describes a cut-out 3-D DNA model, which can be used to teach about DNA structure. (YDS)

Uses DNA laboratories to apply three different active learning strategies to undergraduate education: (1) teaming students; (2) opening laboratories; and (3) linking experiments. Discusses the effectiveness of the stream method on student attitudes and understanding. (YDS)

Outlines how an example from the field of animal husbandry is used in a DNA Technology course to motivate students to take a deeper interest in the material. Focuses on paternity testing in dogs. (DDR)

Presents the Genomic Analogy Model for Educators (GAME) strategy for making concepts in genomics easily understandable for both students and the general population by using familiar objects and concepts associated with daily life. Uses web-based tutorials accompanied by laboratory exercises that are intended to be used by students studying biotechnology, genetic engineering, or genomics. (Author/YDS)

Explains the benefits and risks of genetically-modified foods and describes methods for genetically modifying food. Presents a laboratory experiment using a polymerase chain reaction (PCR) test to detect foreign DNA in genetically-modified food. (Contains 18 references.) (YDS)

Describes how to perform the Meselson-Stahl experiment using Lego building blocks. Demonstrates how the products of DNA replication pass on to new generations of cells. (YDS)

Presents an assay on genetically modified (GM) foods, also called Frankenfoods, that demonstrates ways to evaluate a scientific metaphor and facilitate discussion on students' values regarding GM foods. (YDS)

Discusses the role of techniques of DNA analysis in assessing the genetic relationships between various species. Focuses on wolf-dog evolution using DNA evidence and historical data about human/wolf-dog relationships. (DDR)

Uses the case study approach to introduce students to the relationship between science and society. Develops an awareness of ethics, specifically on DNA research, through computer simulations and Internet conferencing. (Contains 20 references.) (YDS)

This study investigated the role of the myelin oligodendrocye glycoportein (MOG) gene to reading disability in 22 children with dyslexia and 96 random controls. Results suggest that, although alleles in the MOG gene may be in linkage disequilibrium with a locus that contributes to reading disability, the MOG gene itself is probably not involved. (Contains references.) (Author/DB)

Provides information on the experiences of 50 children displaced during Argentina's "dirty war" of the 1970s who underwent DNA and protein analysis and subsequently were reunited with their biological families. Considers not only genetic evidence but the moral, political, and emotional dimensions of these children's stories as well. (Contains 19 references.) (Author/ASK)

Explains the two theories on the origins of human and animal behavior. Introduces the new discipline of sociobiology, a merging of biology and sociology. Describes the central dogma of sociobiology and its societal implications, and discusses criticism of sociobiology. Presents the nature vs. nurture debate. (YDS)

Investigates the relationship of cognitive and demographic variables to learning outcomes from a multimedia Goal-Based Scenario (GBS) lesson on DNA. Focuses on gender, ethnicity, prior science coursework in college and high school, final score in current chemistry course as demographic variables and logical thinking ability, spatial ability, and disembedding ability as cognitive variables. (Contains 30 references.) (Author/YDS)

Describes an interactive internet exercise that enables students to engage in cooperative library and web research on a controversial topic in science, specifically the cloning of extinct lifeforms. Creates a dynamic learning environment in a large introductory geology course and demonstrates the importance of scientific literacy. (Author/SAH)

Points out the importance of molecular models in biology and chemistry. Presents a laboratory activity on DNA. Uses different colored wax strips to represent "heavy" and "light" DNA, cesium chloride for identification of small density differences, and three different liquids with varying densities to model gradient centrifugation. (YDS)

Presents an inexpensive activity to stimulate student interest in biotechnology that was developed in partnership with a biotechnology company. Focuses on the use of DNA by a commercial laboratory; describing the analysis procedure; important uses of DNA technology in modern society; and ethical, social, and legal issues related to biotechnology. (YDS)

Points out the difficulties students have in making connections from the DNA molecule to a phenotype. Presents an activity in which students imitate the actions of functional and nonfunctional enzymes and examine the phenotype of organisms of different genotypes. (YDS)

Explains the Human Genome Project (HGP) and efforts to sequence the human genome. Describes the role of bioinformatics in the project and considers it the genetics Swiss Army Knife, which has many different uses, for use in forensic science, medicine, agriculture, and environmental sciences. Discusses the use of bioinformatics in the high school classroom. (Contains 34 references.) (YDS)

Presents an activity in which students seek answers to questions about evolutionary relationships by using genetic databases and bioinformatics software. Students build genetic distance matrices and phylogenetic trees based on molecular sequence data using web-based resources. Provides a flowchart of steps involved in accessing, retrieving, and analyzing gene sequence data. (DLH)

Presents an alternative approach to DNA fingerprinting. Demonstrates how undergraduate students can be involved in many aspects of this type of experiment and how DNA fingerprinting experiments can be incorporated into the laboratory curriculum of courses for majors and nonmajors. (NB)

Describes a microbiology exercise that is designed to expose students to the world wide web. Introduces a molecular biology quiz site and National Center for Biotechnology Information (NCBI). Provides a list of molecular biology sites on the Internet. (YDS)

Provides laboratory exercises that demonstrate two genetic concepts: the difference between a genetic selection and a genetic screening experiment, and the relationship between phenotype and genotype. (SAH)

Presents investigative approaches to teaching molecular biology. Emphasizes a deductive determination of the nature of nucleic acids visualized in a gel, and a comparison of different genomes. Asks why students should take it on faith that what they view on a gel is DNA. (SAH)

Describes a method for teaching about DNA using looped cereals. Outlines the procedure and concept in detail. Presents several possible concepts that allow the instructor to choose what is the most appropriate for students. (SAH)

Introduces internet resources that are available for instructional use in biology classrooms. Provides information on video-based technologies to create and capture video sequences, interactive web sites that allow interaction with biology simulations, online texts, and interactive videos that display animated video sequences. (YDS)

Presents a teaching activity that uses photographs and diagrams to simulate two microscopic laboratory techniques used to observe the structure of chromosomes. Techniques include observation of squashed onion root tips and the salivary glands of some fruitfly larvae. (WRM)

Describes the KQL teaching strategy in relation to teaching about DNA. Provides instructions for constructing a scale model of DNA. (WRM)

Examines some of the main issues and developments within biotechnology that legislators must address. Suggests how these can be utilized in the social studies classroom. Includes three articles by Hilary Glazer and Hannah Letterman, Elizabeth M. Yang, and Ami S. Jaeger. (CMK)