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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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Name five magnetic materials and five non-magnetic materials.
Five magnetic materials are iron, nickel, cobalt, gadolinium, and neodymium. These materials are attracted to magnets and can be magnetized themselves. On the other hand, five non-magnetic materials are wood, plastic, glass, copper, and aluminum. These materials are not attracted to magnets and cannot be magnetized.
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Is 1.4301 magnetic?
No, 1.4301, also known as stainless steel grade 304, is not magnetic. This grade of stainless steel is non-magnetic due to its austenitic structure, which contains high levels of chromium and nickel. This composition gives it excellent corrosion resistance and makes it suitable for a wide range of applications in various industries.
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Is hydrogen magnetic?
Yes, hydrogen is magnetic. Hydrogen atoms have a single proton in their nucleus, which gives them a magnetic moment. This means that hydrogen atoms can interact with magnetic fields and be influenced by them. In fact, hydrogen is commonly used in magnetic resonance imaging (MRI) because of its magnetic properties.
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Is aluminum magnetic?
No, aluminum is not magnetic. Aluminum is a non-magnetic metal, which means it does not have magnetic properties like iron or nickel. This is because aluminum does not have unpaired electrons in its atomic structure, which are necessary for a material to exhibit magnetic properties.
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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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Magnetic Resonance Microscopy : Instrumentation and Applications in Engineering, Life Science, and Energy Research
Magnetic Resonance Microscopy Explore the interdisciplinary applications of magnetic resonance microscopy in this one-of-a-kind resource In Magnetic Resonance Microscopy: Instrumentation and Applications in Engineering, Life Science and Energy Research, a team of distinguished researchers delivers a comprehensive exploration of the use of magnetic resonance microscopy (MRM) and similar techniques in an interdisciplinary milieux.Opening with a section on hardware and methodology, the book moves on to consider developments in the field of mobile nuclear magnetic resonance.Essential processes, including filtration, multi-phase flow and transport, and a wide range of systems – from biomarkers via single cells to plants and biofilms – are discussed next.After a fulsome treatment of MRM in the field of energy research, the editors conclude the book with a chapter extoling the virtues of a holistic treatment of theory and application in MRM.Magnetic Resonance Microscopy: Instrumentation and Applications in Engineering, Life Science and Energy Research also includes: A thorough introduction to recent developments in magnetic resonance microscopy hardware and methods, including ceramic coils for MR microscopyComprehensive explorations of applications in chemical engineering, including ultra-fast MR techniques to image multi-phase flow in pipes and reactorsPractical discussions of applications in the life sciences, including MRI of single cells labelled with super paramagnetic iron oxide nanoparticlesIn-depth examinations of new applications in energy research, including spectroscopic imaging of devices for electrochemical storage Perfect for practicing scientists from all fields, Magnetic Resonance Microscopy: Instrumentation and Applications in Engineering, Life Science and Energy Research is an ideal resource for anyone seeking a one-stop guide to magnetic resonance microscopy for engineers, life scientists, and energy researchers.
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Is aluminium magnetic?
No, aluminium is not magnetic. It is considered a non-magnetic metal, meaning it does not have magnetic properties like iron or nickel. This is because the electrons in aluminium are arranged in a way that does not create a magnetic field.
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Are apples magnetic?
No, apples are not magnetic. Apples are made up of mostly water, organic compounds, and some trace minerals, none of which are magnetic. While some fruits and vegetables contain small amounts of iron, it is not in a form that is attracted to magnets. Therefore, apples do not exhibit magnetic properties.
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Are chalkboards magnetic?
No, traditional chalkboards are not magnetic. Chalkboards are typically made of a smooth, non-magnetic surface such as slate or a coated wood, which does not attract magnets. However, there are some chalkboards that are designed to be magnetic, with a metal backing that allows magnets to stick to the surface. These magnetic chalkboards are often used in classrooms and offices for displaying papers and notes with magnets.
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Are cars magnetic?
No, cars are not magnetic. While some components of a car, such as the engine and certain metal parts, may be attracted to a magnet, the car as a whole is not magnetic. Cars are primarily made of non-magnetic materials such as aluminum, plastic, and glass, which do not have magnetic properties. Therefore, cars do not exhibit magnetic behavior.
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