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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 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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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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What is an acid residue ion, an oxonium ion, and a hydronium ion?
An acid residue ion is a fragment of a molecule that remains after a hydrogen ion is removed from an acid. An oxonium ion is a positively charged ion formed by the addition of a proton to an oxygen atom. A hydronium ion is a positively charged ion formed by the combination of a water molecule with an extra proton, commonly found in aqueous solutions of acids.
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What are the oxonium ion and the hydroxide ion?
The oxonium ion is a positively charged ion formed when a water molecule gains a hydrogen ion, resulting in the formula H3O+. This ion is commonly found in acidic solutions. On the other hand, the hydroxide ion is a negatively charged ion formed when a water molecule loses a hydrogen ion, resulting in the formula OH-. This ion is commonly found in basic solutions. Both ions play important roles in acid-base chemistry.
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What is an oxonium ion and a hydroxide ion?
An oxonium ion is a positively charged ion formed by the combination of a water molecule and a hydrogen ion (H+). It is also known as a hydronium ion and is commonly found in acidic solutions. A hydroxide ion, on the other hand, is a negatively charged ion composed of one oxygen and one hydrogen atom (OH-). It is a key component of basic solutions and is responsible for the alkaline properties of substances such as sodium hydroxide. Both oxonium and hydroxide ions play important roles in the pH and chemical properties of solutions.
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What is an ion?
An ion is an atom or molecule that has gained or lost one or more electrons, giving it a positive or negative charge. When an atom loses an electron, it becomes a positively charged ion called a cation. Conversely, when an atom gains an electron, it becomes a negatively charged ion called an anion. Ions play a crucial role in chemical reactions and are essential for various biological processes in living organisms.
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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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Hydraulic Excavator DIY Student Technology Small Production Science and Education Toy Model Science
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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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What is the difference between the carbonate ion and the bicarbonate ion?
The main difference between the carbonate ion (CO3^2-) and the bicarbonate ion (HCO3^-) is the number of hydrogen atoms present. The carbonate ion has a charge of -2 and does not contain any hydrogen atoms, while the bicarbonate ion has a charge of -1 and contains one hydrogen atom. Bicarbonate is a conjugate base of carbonic acid, while carbonate is a polyatomic ion on its own.
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What is the difference between a hydronium ion and an oxonium ion?
A hydronium ion (H3O+) is formed when a water molecule (H2O) gains a hydrogen ion (H+), resulting in a positively charged ion. On the other hand, an oxonium ion (also known as a protonated alcohol) is formed when an alcohol molecule gains a proton, resulting in a positively charged ion. While both ions have a positive charge, hydronium ions are specifically formed in aqueous solutions, whereas oxonium ions are formed in the context of organic chemistry reactions involving alcohols.
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How are lattice energy, ion charge, ion radius, and melting temperature related?
Lattice energy is the energy required to separate an ionic solid into its constituent ions. It is directly related to the ion charges and inversely related to the ion radius. Higher ion charges and smaller ion radii result in higher lattice energies. As lattice energy increases, so does the melting temperature of the ionic solid. This is because the stronger the ionic bonds (as indicated by higher lattice energy), the more energy is required to break those bonds, resulting in a higher melting temperature.
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When does an oxonium ion occur and when does a hydroxide ion occur?
An oxonium ion occurs when a water molecule gains a proton, forming H3O+. This typically happens in acidic solutions where there is an excess of protons. On the other hand, a hydroxide ion occurs when a water molecule loses a proton, forming OH-. This occurs in basic solutions where there is a shortage of protons. Both oxonium and hydroxide ions are important in understanding the behavior of acids and bases in chemistry.
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