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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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Is it a genitive object or an adverbial genitive?
The distinction between a genitive object and an adverbial genitive depends on the function of the genitive in the sentence. A genitive object typically functions as the direct object of a verb, indicating possession or association, while an adverbial genitive modifies the action of the verb, indicating manner, time, place, or other circumstances. To determine whether a genitive is a genitive object or an adverbial genitive, it is important to analyze the role it plays in the sentence and its relationship to the verb and other elements.
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Nominative or genitive?
Nominative and genitive are both grammatical cases in many languages, including Latin and German. The nominative case is used for the subject of a sentence, while the genitive case is used to show possession or relationship between nouns. In English, the genitive case is often indicated by adding an apostrophe and an "s" to a noun.
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'Genitive or accusative?'
The genitive case is used to show possession or relationship between nouns, while the accusative case is used to show the direct object of a verb. In general, the genitive case is used to indicate ownership or association, while the accusative case is used to indicate the direct object of a verb or the object of a preposition. The choice between genitive and accusative depends on the specific context and the grammatical rules of the language being used.
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Genitive or accusative?
The genitive case is used to show possession or relationship between nouns, while the accusative case is used to show the direct object of a verb or the object of certain prepositions. In general, the genitive case is used to indicate possession or belonging, while the accusative case is used to indicate the direct object of a verb or the object of a preposition. The choice between genitive and accusative depends on the specific context and the grammatical rules of the language being used.
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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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What is the difference between genitive attribute and genitive object?
The genitive attribute is a noun or pronoun that describes another noun by showing possession or association, typically indicated by the use of an apostrophe and the letter "s" ('s) or simply an apostrophe ('). For example, in the phrase "the car's color," "car's" is the genitive attribute describing the color. On the other hand, the genitive object is a noun or pronoun that receives the action of a verb and is also in the genitive case, indicating possession or association. For example, in the phrase "I saw the dog's tail," "dog's" is the genitive object showing possession of the tail. In summary, the genitive attribute describes the noun it is attached to, while the genitive object receives the action of the verb and shows possession or association.
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Dative or Genitive 2?
The choice between dative and genitive case in German depends on the verb or preposition being used. "Dative" is used to indicate the indirect object of a sentence, while "genitive" is used to show possession or a relationship between two nouns. "Genitive 2" specifically refers to the genitive case used after certain prepositions, such as trotz (despite) or während (during). It's important to learn the specific prepositions and verbs that require either dative or genitive case in order to use them correctly in German sentences.
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What is the difference between the genitive attribute and the genitive object?
The genitive attribute is a noun or pronoun that is used to describe another noun, showing possession or relationship, and is typically placed before the noun it is modifying. For example, "the car's color" where "car's" is the genitive attribute. On the other hand, the genitive object is a noun or pronoun that is the direct object of a verb and is in the genitive case to show possession or relationship. For example, "I saw the dog's tail" where "tail" is the genitive object. In summary, the genitive attribute describes a noun, while the genitive object is the direct object of a verb and shows possession or relationship.
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'Genitive without der or die?'
In German, the genitive case is used to show possession or relationships between nouns. When using the genitive case without "der" or "die," the noun will typically end in "-s" or "-es" to indicate possession. For example, "das Auto meines Vaters" (my father's car) or "die Farbe des Himmels" (the color of the sky). This form is commonly used in written German and is considered more formal than using "von" to show possession.
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