** This page is under construction. Open access is provided to papers for which our author charge has been paid,
as well as other selected papers.**

Early View (i.e., access to prepared papers awaiting publcation)

Butler, C., Bello, J., York, A., Orvis, K., & Pittendrigh, B. R. (2008). Genomics analogy model for educators (GAME): Fuzzy DNA model to enable the learning of gene sequencing by visually-impaired and blind students. The Science Education Review, 7, *:1-*:9. Full Text (Page numbers yet to be assigned.)

Bello, J., Butler, C., Radavich, R., York, A., Oseto, C., Orvis, K., & Pittendrigh, B. (2007).Genomics analogy model for educators (GAME): VELCRO® analogy model to enable the learning of DNA arrays for visually impaired and blind students. The Science Education Review, 6, 123:1-123:12. Full Text

Clary, R. M., & Wandersee, J. H. (2006). A writing template for probing students' geological sense of place. The Science Education Review, 5, 51-59. Full Text

Eastwell, P. H., & Rennie, L. (2002). Using enrichment and extracurricular activities to influence secondary students’ interest and participation
in science. The Science Education Review, 1, 149:1-149:16. Full Text

Eastwell, P. H. (2007). Bernoulli? Perhaps, but what about viscosity? The Science Education Review, 6, 1-13. Full Text

Hodson, D. (2004). Going beyond STS: Towards a curriculum for sociopolitical action. The Science Education Review, 3, 2-7. Full Text

Keller, H. E., & Keller, E. E. (2005). Making real virtual labs. The Science Education Review, 4, 2-11. Full Text

Moore R. (2006). What uncouples students’ goals from students’ outcomes in introductory biology courses? The Science Education Review, 5, 16:1-16:7. Full Text