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Pioneering Progress : American Science, Technology, and Innovation Policy
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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 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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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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Is it too cold in physical education class?
The perception of whether it is too cold in physical education class can vary from person to person. Some individuals may find the temperature to be too cold, while others may find it comfortable. It is important for the teacher to consider the overall comfort of the students and make adjustments if necessary to ensure a conducive learning environment. Encouraging students to dress in layers or providing additional warm-up activities can help mitigate any discomfort caused by the temperature.
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Is the Cold War really cold?
The term "Cold War" refers to the political and ideological tension between the United States and the Soviet Union after World War II, characterized by espionage, proxy wars, and a nuclear arms race. While direct military conflict between the two superpowers was avoided, the Cold War was marked by numerous "hot" conflicts in places like Korea, Vietnam, and Afghanistan. Additionally, both sides engaged in covert operations and supported opposing factions in various countries, leading to significant violence and instability. Therefore, while the Cold War may not have resulted in a full-scale direct war between the US and the Soviet Union, it was far from "cold" in terms of its impact on global politics and the lives of people in many parts of the world.
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Can you participate in physical education despite having a cold?
It is generally not recommended to participate in physical education or any strenuous physical activity when you have a cold. When you have a cold, your body is already fighting off an infection, and engaging in intense physical activity can put additional strain on your body and potentially prolong your recovery time. It is important to rest and allow your body to heal when you are sick, so it is best to avoid physical education classes until you are feeling better.
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Gender Differences in Technology and Innovation Management : Insights from Experimental Research
Even though the number of working women has steadily increased over the last few years, women are still significantly under-represented in STEM activities (i.e. mathematics, informatics, science and technology). In order to eliminate this under-representation, numerous education policies and corporate initiatives, particularly in the recent past, have been aimed at increasing women's enthusiasm for STEM activities and professions.According to the latest surveys, however, it is clear that these efforts have not yet led to the desired success.Compared to their male counterparts, women continue to do fewer STEM activities. One possible reason for this is that relatively little is yet known about the concrete impact of the above education policies on working with innovation and technology: What are the gender differences between women and men?Is it enough to recognize these differences, or should these differences ideally not only be recognized, but also treated appropriately or even encouraged? This anthology deals with current topics in technology and innovation management against the background of these and other gender-relevant aspects.Empirical analyses and experiments in collaboration with companies from various sectors provide a sound scientific basis on which new results and findings are presented: How do women and men deal with creativity and competition?How are technologies applied and how can differences in access to technology be deduced? Answers to these and other questions help decision-makers in politics and business to proactively use the differences between women and men to motivate women to work in the STEM field and to strengthen them by acknowledging existing differences.
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Makerspaces, Innovation and Science Education : How, Why, and What For?
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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Dialogues Between Artistic Research and Science and Technology Studies
This edited volume maps dialogues between science and technology studies research on the arts and the emerging field of artistic research.The main themes in the book are an advanced understanding of discursivity and reasoning in arts-based research, the methodological relevance of material practices and things, and innovative ways of connecting, staging, and publishing research in art and academia.This book touches on topics including studies of artistic practices; reflexive practitioners at the boundaries between the arts, science, and technology; non-propositional forms of reasoning; unconventional (arts-based) research methods and enhanced modes of presentation and publication.
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Science, Politics and the Cold War
First published in 1988, Science, Politics and the Cold War is a history of the cold-war era that demonstrates the extent to which science and scientists have been implicated in every aspect of the political process. The book discusses how politically aware scientists involved themselves in controversies relating to atomic technology and genetics, and how the science world became a battleground between competing ideologies.The politicisation of science is shown to go deeper than any individual issue—right-wing critics of the Soviet Union argued that true science and socialism were incompatible, whilst their opponents forwarded similar arguments about science and capitalism.At the same time, the science world always contained a powerful lobby for political non-alignment, a faction which saw and continues to see science as a force for internationalism.This volume analyses all these positions and draws out the main contours of the politics/science debate in this period.
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Why is the Cold War called cold?
The Cold War is called "cold" because it was characterized by a lack of direct military conflict between the two main superpowers involved, the United States and the Soviet Union. Instead of engaging in open warfare, the two sides engaged in a variety of indirect confrontations, such as espionage, propaganda, and proxy wars in other countries. The term "cold" reflects the fact that the tensions and hostilities between the two sides never escalated into a full-scale hot war.
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Are cold hands and cold feet bad?
Yes, having cold hands and feet can be uncomfortable and may indicate poor circulation. In some cases, it could be a sign of a medical condition such as Raynaud's disease or hypothyroidism. It is important to pay attention to persistent cold extremities and consult a healthcare professional if you have concerns. Keeping your hands and feet warm through proper clothing and staying active can help improve circulation and alleviate coldness.
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How can you keep a cold pack cold?
To keep a cold pack cold, you can store it in the freezer before use. Make sure to follow the manufacturer's instructions for the recommended amount of time to freeze the pack. Additionally, you can wrap the cold pack in a towel or cloth before applying it to your skin to help insulate it and keep it colder for longer. Finally, if the cold pack starts to warm up during use, you can place it back in the freezer for a short period to re-chill before using it again.
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How can one keep a cold pack cold?
To keep a cold pack cold, you can store it in the freezer before use. Make sure to follow the manufacturer's instructions for the recommended freezing time. Additionally, you can wrap the cold pack in a towel or cloth before applying it to your skin to help retain the cold temperature for longer. Avoid leaving the cold pack out at room temperature for extended periods of time to maintain its cooling properties.
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