Includes quotations by ninth grade students in reaction to reading the book. (RD)

Results of a study investigating the effects of three high school courses (science fiction literature course, biology course, and English composition course) on students' (N = 55) attitudes toward science indicated that none of the courses had a measurable effect when pretest scores were compared to posttest scores. (SK)

Uses the metaphor of the beehive as a well-ordered, each-in-his-own-niche society to represent the outcome of utopian thinking. Cites twentieth-century dystopia films and literature as explicit criticisms of overreliance on planning and technology. Examines "Star Wars,""Clockwork Orange," and the works of Huxley, Forster,…

Discusses the works by six contemporary American novelists that illustrate the current state of "physics fiction." The discussed examples of physics fiction ranged from the fluent and frequent inclusion of the casual, to the elaborate systems of physics metaphors. (GA)

Reflects on a number of topics relating to science fiction, including the power of good science fiction to spark imaginations and provoke serious thought, the role of women in science fiction, childhood experiences that stimulated the author's thought processes, and the author's experiences as a science fiction writer. (ET)

Examines the physical bases for the appearance of the starfield from a moving reference frame. Concludes with a sequence of computer-generated figures to show the appearance of Earth's starfield at various velocities and that a "starbow" does not exist. (Author/GA)

Describes a three-week minicourse designed to help students think about projected changes in human life over the next twenty-five years. (DD)

Offers some suggestions as to how science fiction, especially television science fiction programs such as "Star Trek" and "Star Wars", can be drawn into physics lessons to illuminate some interesting issues. (Author/KHR)

Identifies the elements of science fiction that might appeal to adolescent readers and offers suggestions for developing innovative book talks on science fiction books. A bibliography of 133 books, categorized by subgenres such as hard science, space travel, and mysteries, is provided. (eight references) (CLB)

Literature is reemerging as a language teaching tool. An argument is made for the use of literature as a component of English for Special Purposes (ESP) education. An example is given of the use of a science fiction story in an ESP context. (56 references) (Author/JL)

Gives responses of six practicing teachers to the question, "Who is your favorite writer of science fiction or fantasy?" Provides citations, plot summaries, and/or thematic overviews of some of the authors' works. (HB)

Presents the annual annotated list of the best science fiction, fantasy, and horror titles for teens that have been reviewed in this journal. Also includes a sidebar with four annotated titles of nonfiction resources related to science fiction, fantasy, and horror. (LRW)

Draws on Milton's "Paradise Lost" and on motifs found within Gnostic mythology and the poetry of William Blake to explore how Philip Pullman reworks the Judeo-Christian myth of the Fall in his trilogy, "His Dark Materials." Finds at its center "Dust": a conventional metaphor for human physicality in which good and evil, and spirit and matter…

Recommends using science fiction television episodes, novels, and films for teaching science and motivating students. Studies Newton's Law of Motion, principles of relativity, journey to Mars, interplanetary trajectories, artificial gravity, and Martian geology. Discusses science fiction's ability to capture student interest and the advantages of…