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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 the research question about the Korean War?
The research question about the Korean War could be focused on understanding the causes of the conflict, the role of different countries involved, the impact of the war on the Korean peninsula, or the long-term consequences of the division between North and South Korea. Researchers may also explore the strategies and tactics used during the war, the experiences of soldiers and civilians, or the diplomatic efforts to end the conflict. Ultimately, the research question about the Korean War aims to deepen our understanding of this significant historical event and its implications.
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'Korean confuses me.'
Korean can be confusing for many reasons, such as its unique sentence structure, honorifics system, and pronunciation. The language also has a different writing system, Hangul, which can be challenging to learn at first. Additionally, Korean has various levels of formality that can be difficult to navigate for non-native speakers. With consistent practice and exposure to the language, however, it is possible to overcome these challenges and improve your understanding of Korean.
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How can one learn Korean numbers and the Korean language?
One can learn Korean numbers and the Korean language through various methods such as taking formal classes at a language school or university, hiring a private tutor, using online resources and language learning apps, practicing with native speakers, and immersing oneself in the Korean culture. It is important to practice regularly, be patient with oneself, and stay motivated throughout the learning process. Additionally, utilizing a combination of listening, speaking, reading, and writing exercises can help improve proficiency in both Korean numbers and the language as a whole.
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Is Korean rap underrated?
Korean rap has gained significant popularity in recent years, both domestically and internationally. Artists like BTS, Epik High, and CL have helped bring Korean rap to a global audience. While some may argue that Korean rap is still underrated compared to other music genres, its growing influence and recognition indicate that it is steadily gaining the recognition it deserves. With its unique blend of traditional Korean music elements and modern hip-hop influences, Korean rap continues to make a mark in the music industry.
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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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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 Korean 3?
Korean 3 is a course that typically follows Korean 2 in a language learning curriculum. In Korean 3, students continue to build on their language skills by expanding their vocabulary, grammar knowledge, and ability to hold conversations in Korean. This course may focus on more complex sentence structures, verb conjugations, and cultural aspects of the Korean language. Students may also practice reading and writing in Korean to further develop their proficiency.
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What are Korean sects?
Korean sects refer to the various religious groups and denominations that have emerged in South Korea, often with unique beliefs, practices, and organizational structures. These sects can include both traditional Korean religions such as Shamanism and Confucianism, as well as newer religious movements like Christianity, Buddhism, and various new religious movements. Some of these sects have gained significant followings and influence in Korean society, and have contributed to the diverse religious landscape of the country.
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Are Korean women attractive?
Beauty is subjective and varies from person to person. Korean women, like women from any other culture, come in all shapes, sizes, and appearances. It is important to recognize that attractiveness is not limited to physical appearance and that each individual has their own unique qualities that make them attractive.
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Are there Korean mangas?
Yes, there are Korean mangas, which are known as "manhwa." Manhwa are comics or graphic novels created in South Korea, and they cover a wide range of genres, including action, romance, fantasy, and more. Some popular manhwa series include "Solo Leveling," "Tower of God," and "The God of High School." Manhwa has gained international popularity and has a dedicated fanbase around the world.
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