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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 misconception about fuel consumption?
One common misconception about fuel consumption is that idling uses less fuel than restarting the engine. In reality, idling for more than 10 seconds uses more fuel than restarting the engine. Another misconception is that driving at higher speeds is more fuel efficient. However, driving at higher speeds increases air resistance and requires more fuel to maintain speed, leading to higher fuel consumption. Additionally, some people believe that a larger vehicle always consumes more fuel than a smaller vehicle, but this is not always the case as fuel efficiency depends on various factors such as engine size, weight, and aerodynamics.
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Is workplace bullying real or just a misconception?
Workplace bullying is a real issue that can have serious consequences for individuals and organizations. It involves repeated mistreatment, verbal abuse, intimidation, or sabotage that creates a hostile work environment. Research has shown that workplace bullying can lead to decreased productivity, increased absenteeism, and negative impacts on mental health. It is important for organizations to take proactive measures to prevent and address workplace bullying to ensure a safe and respectful work environment for all employees.
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What is the first misconception about series and movies?
One common misconception about series and movies is that they always accurately represent reality. In reality, many series and movies are fictional and may exaggerate or distort real-life events for entertainment purposes. It's important for viewers to remember that what they see on screen is often a creative interpretation rather than a reflection of actual events.
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What is the misconception about the most poisonous spider?
The most common misconception about the most poisonous spider, the Brazilian wandering spider (Phoneutria), is that it is aggressive and actively seeks out humans to attack. In reality, these spiders are shy and prefer to avoid confrontation with humans. They will only bite in self-defense if they feel threatened. Additionally, while their venom is highly toxic, they inject only a small amount when they bite, and fatalities from their bites are extremely rare.
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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 are the reasons for the misconception of free fall?
The misconception of free fall often arises due to the common belief that objects fall at a constant speed. In reality, objects in free fall accelerate due to gravity at a rate of 9.81 m/s^2 near the Earth's surface. This misconception may also be fueled by the lack of understanding of the difference between weight and mass, leading to confusion about how gravity affects objects. Additionally, the absence of air resistance in idealized free fall scenarios can contribute to the misunderstanding of the true nature of falling objects.
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What are the reasons for the misconception about free fall?
The misconception about free fall often arises due to the common belief that objects fall at a constant speed. In reality, objects in free fall accelerate due to gravity at a rate of 9.8 m/s^2 near the Earth's surface. This misconception may also be fueled by the lack of understanding of the difference between weight and mass, leading to confusion about how gravity affects objects. Additionally, the absence of air resistance in idealized free fall scenarios can contribute to the misunderstanding of the true nature of falling objects.
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What do you think is the biggest misconception currently circulating?
I think one of the biggest misconceptions currently circulating is the idea that COVID-19 is not a serious threat. Some people believe that the pandemic is overblown or that the virus is not as dangerous as it is made out to be. However, the reality is that COVID-19 has caused significant illness, death, and long-term health complications for many people around the world. It's important to take the necessary precautions and follow public health guidelines to protect ourselves and others from the virus.
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Is the stomach perfectly round or is that just a misconception?
The stomach is not perfectly round; it has a more oblong shape. The misconception of the stomach being perfectly round may come from simplified diagrams or illustrations. In reality, the stomach is a muscular organ that can change shape and size depending on its contents and functions, such as expanding to accommodate food during digestion.
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