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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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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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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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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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Compound Craziness
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Is it a molecular compound or an ionic compound?
To determine if a compound is molecular or ionic, we need to consider the types of elements involved. Molecular compounds are formed between nonmetals, where atoms share electrons to form covalent bonds. Ionic compounds are formed between metals and nonmetals, where electrons are transferred from one atom to another to form ions held together by electrostatic forces. By analyzing the elements present in the compound and their bonding behavior, we can determine if it is a molecular compound or an ionic compound.
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Is it an ionic compound or a molecular compound?
To determine if a compound is ionic or molecular, you can look at the elements involved. Ionic compounds typically involve a metal and a nonmetal, while molecular compounds involve two or more nonmetals. Ionic compounds form when atoms transfer electrons to achieve a full outer shell, resulting in the formation of ions. Molecular compounds form when atoms share electrons to achieve a stable electron configuration.
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What are compound interest?
Compound interest is the interest calculated on the initial principal and also on the accumulated interest from previous periods. This means that over time, the interest is added to the principal amount, and future interest calculations are based on the updated total. Compound interest allows for exponential growth of an investment or debt over time, as the interest is continuously reinvested or added to the original amount. It is a powerful concept that can significantly impact the growth of savings or the cost of borrowing money.
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Is compound interest slavery?
Compound interest is not slavery. Compound interest is a financial concept where interest is calculated on both the initial principal and the accumulated interest from previous periods. While compound interest can lead to significant debt if not managed properly, it is a tool used in financial transactions and investments. Slavery, on the other hand, involves the ownership and control of one person by another, often through force or coercion, and is a violation of human rights.
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What are compound nouns?
Compound nouns are nouns that are made up of two or more words that are used together to create a single noun. These words can be joined together with a hyphen, written as separate words, or combined into one word. Compound nouns often have a different meaning than the individual words used on their own. Examples of compound nouns include "toothbrush," "rainbow," and "firefighter."
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Is carbon a compound?
Yes, carbon is a chemical element and not a compound. A compound is a substance made up of two or more different elements chemically bonded together, whereas carbon is a single element found on the periodic table with the atomic number 6. However, carbon can combine with other elements to form compounds, such as carbon dioxide (CO2) or methane (CH4).
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What is leveling compound?
Leveling compound is a material used to smooth out uneven surfaces before installing flooring. It is typically a cement-based mixture that is poured or spread over the subfloor to create a flat and level surface. Leveling compound helps to correct minor imperfections and irregularities in the subfloor, ensuring a more even and stable base for the new flooring to be installed on top of. It is an important step in the flooring installation process to prevent issues such as uneven flooring, cracking, or shifting over time.
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Is the compound chiral?
To determine if a compound is chiral, we need to examine its molecular structure and look for the presence of a chiral center. A chiral center is a carbon atom bonded to four different groups. If the compound contains at least one chiral center, then it is chiral. However, if the compound lacks a chiral center or has a plane of symmetry, then it is achiral. Therefore, the chiral nature of a compound depends on its specific molecular structure.
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