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Handbook of Research on Science Teacher Education
This groundbreaking handbook offers a contemporary and thorough review of research relating directly to the preparation, induction, and career long professional learning of K–12 science teachers. Through critical and concise chapters, this volume provides essential insights into science teacher education that range from their learning as individuals to the programs that cultivate their knowledge and practices.Each chapter is a current review of research that depicts the area, and then points to empirically based conclusions or suggestions for science teacher educators or educational researchers.Issues associated with equity are embedded within each chapter.Drawing on the work of over one hundred contributors from across the globe, this handbook has 35 chapters that cover established, emergent, diverse, and pioneering areas of research, including: Research methods and methodologies in science teacher education, including discussions of the purpose of science teacher education research and equitable perspectives; Formal and informal teacher education programs that span from early childhood educators to the complexity of preparation, to the role of informal settings such as museums; Continuous professional learning of science teachers that supports building cultural responsiveness and teacher leadership; Core topics in science teacher education that focus on teacher knowledge, educative curricula, and working with all students; and Emerging areas in science teacher education such as STEM education, global education, and identity development. This comprehensive, in-depth text will be central to the work of science teacher educators, researchers in the field of science education, and all those who work closely with science teachers.
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Handbook of Research on Science Education : Volume III
Volume III of this landmark synthesis of research offers a comprehensive, state-of-the-art survey highlighting new and emerging research perspectives in science education. Building on the foundations set in Volumes I and II, Volume III provides a globally minded, up-to-the-minute survey of the science education research community and represents the diversity of the field.Each chapter has been updated with new research and new content, and Volume III has been further developed to include new and expanded coverage on astronomy and space education, epistemic practices related to socioscientific issues,design-based research, interdisciplinary and STEM education, inclusive science education, and the global impact of nature of science and scientific inquiry literacy. As with the previous volumes, Volume III is organized around six themes: theory and methods of science education research; science learning; diversity and equity; science teaching; curriculum and assessment; and science teacher education.Each chapter presents an integrative review of the research on the topic it addresses, pulling together the existing research, working to understand historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty, scholars, and graduate students, and pointing towards future directions of the field, Handbook of Research on Science Education Research, Volume III offers an essential resource to all members of the science education community.
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This book provides an overview to a range of theories in science and technology that inform the different ways in which makerspaces can be educative.Makerspaces are an indispensable site for science, technology, engineering, and mathematics (STEM) instruction and pose novel risks and opportunities for STEM instruction.Educators are likely to reach towards activities that have a high degree of engagement, but this might result in observations like 'it looks like fun, but what are they learning?'. Beginning from the question of how we know what we know in science, the author asserts that understanding scientific knowledge requires us to know more than the abstract concepts typically presented in schools.The social and material aspects of knowledge are also important—these take the form of questions such as: What is the interplay between knowledge and power?How do we understand that we can have a ‘feel’ for materials and artefacts that we cannot completely describe in words?How do we know what ideas ought to be made real though technology and engineering?Significantly, this book also discusses the ethical dimensions of STEM education, in thinking about the kinds of STEM education that could be useful for open futures. This book will be useful to graduate students and educators seeking an expansive view of STEM education.More generally, these ideas outline a possible new strategy for a vision of school that is not merely training or preparing students for work.Education needs to also prepare students for sociopolitical participation, and with STEM being central to our contemporary lives, this book provides insights for how this can happen in makerspaces.
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Cation or anion?
A cation is a positively charged ion, while an anion is a negatively charged ion. Cations are formed when an atom loses electrons, resulting in a net positive charge, while anions are formed when an atom gains electrons, resulting in a net negative charge. The charge of a cation is indicated by a superscript plus sign (+), while the charge of an anion is indicated by a superscript minus sign (-).
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What is the charge of the zinc cation?
The charge of the zinc cation is +2. This means that the zinc atom loses two electrons to form a cation with a positive charge of +2. This charge allows the zinc cation to form ionic compounds with anions that have a charge of -2, such as oxide (O2-) or sulfide (S2-).
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Which cation has the noble gas configuration of helium?
The cation that has the noble gas configuration of helium is the helium cation, He+. This cation has lost one electron, leaving it with two electrons in its outer shell, which is the same configuration as helium. This gives it a stable and inert configuration similar to a noble gas.
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How do you distinguish a cation from an anion?
Cations are positively charged ions, while anions are negatively charged ions. Cations are formed when an atom loses one or more electrons, resulting in a net positive charge. Anions are formed when an atom gains one or more electrons, resulting in a net negative charge. One way to distinguish between cations and anions is to observe their behavior in a solution: cations are attracted to the negative electrode (cathode) in electrolysis, while anions are attracted to the positive electrode (anode). Additionally, cations are usually smaller in size than their parent atoms, while anions are larger.
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How is the sodium cation connected to a chloride anion?
The sodium cation is connected to a chloride anion through ionic bonding. In this type of bonding, the sodium atom loses an electron to become a positively charged cation, while the chloride atom gains an electron to become a negatively charged anion. The opposite charges of the sodium cation and chloride anion attract each other, forming a strong bond between the two ions. This ionic bond creates a stable compound known as sodium chloride, or table salt.
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What is the difference between the nitrosyl cation and nitric oxide?
The nitrosyl cation (NO+) is a positively charged ion, while nitric oxide (NO) is a neutral molecule. The nitrosyl cation is a reactive species that can act as a strong oxidizing agent, while nitric oxide is a signaling molecule with various physiological functions in the body. Additionally, the nitrosyl cation is typically found in coordination complexes with transition metals, whereas nitric oxide is a diatomic molecule that can exist as a gas at room temperature.
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What is the formula for an oxonium cation and hydroxide anions?
The formula for an oxonium cation is \( \text{H}_3\text{O}^+ \), which consists of a central oxygen atom bonded to three hydrogen atoms. The formula for a hydroxide anion is \( \text{OH}^- \), which consists of an oxygen atom bonded to a hydrogen atom. In aqueous solutions, oxonium cations and hydroxide anions are often involved in acid-base reactions, where oxonium cations act as acids and hydroxide anions act as bases.
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Does market research hinder innovation in business administration?
Market research does not necessarily hinder innovation in business administration. In fact, it can provide valuable insights into consumer needs and preferences, helping businesses to develop innovative products and services that meet market demands. By understanding market trends and customer behavior, businesses can identify opportunities for innovation and stay ahead of competitors. However, relying too heavily on market research without allowing room for creativity and risk-taking can limit the potential for groundbreaking innovations. It is important for businesses to strike a balance between leveraging market research and fostering a culture of innovation to drive success in business administration.
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