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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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What is electronegativity difference?
Electronegativity difference is a measure of the difference in electronegativity values between two atoms in a chemical bond. Electronegativity is the ability of an atom to attract shared electrons in a covalent bond. The greater the electronegativity difference between two atoms, the more polar the bond will be. This difference in electronegativity influences the distribution of electrons in the bond, leading to the formation of polar or nonpolar covalent bonds.
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How is electronegativity formed?
Electronegativity is a measure of an atom's ability to attract and hold onto electrons in a chemical bond. It is determined by factors such as the number of protons in the nucleus, the distance between the nucleus and the outer electrons, and the shielding effect of inner electron shells. Electronegativity values are assigned to each element based on these factors, with fluorine having the highest electronegativity value of 4.0. The electronegativity of an element can also vary depending on its chemical environment and bonding partners.
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How is electronegativity created?
Electronegativity is created by the ability of an atom to attract electrons towards itself in a chemical bond. This ability is influenced by factors such as the number of protons in the nucleus, the distance between the nucleus and the outer electrons, and the shielding effect of inner electron shells. Atoms with a higher electronegativity value tend to attract electrons more strongly, leading to the formation of polar covalent bonds or ionic bonds in chemical compounds.
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What is the electronegativity difference?
Electronegativity difference is a measure of the difference in electronegativity values between two atoms in a chemical bond. It helps to determine the polarity of the bond, with larger differences indicating a more polar bond. The greater the electronegativity difference, the more unequal the sharing of electrons between the atoms, leading to a stronger attraction between them. This difference in electronegativity influences the overall properties and behavior of the molecules involved.
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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
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Hydraulic Excavator DIY Student Technology Small Production Science and Education Toy Model Science
Hydraulic Excavator DIY Student Technology Small Production Science and Education Toy Model Science
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How do I calculate electronegativity?
Electronegativity is calculated using the Pauling scale, which assigns a numerical value to each element based on its ability to attract electrons in a chemical bond. The electronegativity values range from 0.7 for cesium to 4.0 for fluorine. To calculate the electronegativity difference between two elements in a bond, subtract the electronegativity value of the less electronegative element from the value of the more electronegative element. This difference can help predict the type of bond that will form between the two elements.
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How can one recognize electronegativity?
Electronegativity is a measure of an atom's ability to attract and hold onto electrons in a chemical bond. One way to recognize electronegativity is by looking at the periodic table - electronegativity generally increases from left to right across a period and decreases down a group. Elements with higher electronegativity values tend to attract electrons more strongly, leading to the formation of polar covalent bonds. Additionally, electronegativity values can be used to predict the direction of electron movement in a chemical reaction or bond formation.
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What are the electronegativity values?
Electronegativity values are a measure of the ability of an atom to attract electrons in a chemical bond. The values range from 0.7 for the least electronegative elements to 4.0 for the most electronegative elements. The electronegativity values are used to predict the type of bond that will form between two atoms, with larger differences in electronegativity leading to more polar bonds. The values were first proposed by Linus Pauling and are an important concept in understanding chemical bonding and reactivity.
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What is the electronegativity of glucose?
Glucose is a covalent compound composed of carbon, hydrogen, and oxygen atoms. Since glucose is a neutral molecule, it does not have an electronegativity value. Electronegativity is a property of individual atoms within a molecule, indicating their ability to attract shared electrons in a chemical bond. In the case of glucose, the electronegativity values of the constituent atoms (C, H, O) are used to determine the overall polarity of the molecule.
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