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When I was in elementary school, I was very interested in science already. I must have been ten or eleven years old. I started experiments with chemistry sets at my home in Mexico. I was able to borrow a bathroom and convert it to a laboratory. My parents supported it. They were pleased. My friends just tolerated it.

My whole life has been basically trying to find intelligent students or, you know, highly motivated students and giving them an opportunity to do good science.

I want to be a science teacher. My friends asked me why, but I'm intrigued by it and I'm quite good at science at school.

We are really battling, today in the U.S., keeping science education in the forefront at the elementary level, and that's where the research shows that kids get interested.

People are interested in science, but they don't always know they're interested in science, and so I try to find a way to get them interested.

My interest in science started in junior high school where an outstanding science teacher, Mrs. Baumgardner, introduced me to the joys of science.

I was interested in science or, at least, nature from an early age, learning the names of planets, cutting cartoons with facts about animals out of the newspaper and gluing them into a scrapbook, and, with a friend when I was five or six, trying to design a submarine.

Ever since I was a kid, I've had an enormous interest in the sciences - everything from quantum physics to anthropology.

I became interested in educational technologies because I believe that they have the potential to transform how we practice and think about education and learning.