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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 a misdiagnosis of ADHD?
A misdiagnosis of ADHD occurs when a healthcare provider incorrectly identifies a person as having ADHD when they do not actually have the disorder. This can happen due to overlapping symptoms with other conditions, such as anxiety, depression, or learning disabilities. Misdiagnosis can lead to unnecessary treatment with stimulant medications, which can have side effects. It is important for healthcare providers to conduct a thorough evaluation and consider a range of factors before diagnosing ADHD.
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What was the misdiagnosis of my doctor?
I'm sorry, but I don't have access to your medical records or any information about your specific diagnosis. It's important to discuss any concerns or questions about your diagnosis with your doctor or a healthcare professional who has access to your medical history. If you have doubts about your diagnosis, seeking a second opinion from another qualified healthcare provider may be beneficial.
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What is a misdiagnosis of Asperger's autism?
A misdiagnosis of Asperger's autism occurs when a person is incorrectly diagnosed with the condition when they do not actually meet the criteria for it. This can happen due to similarities in symptoms with other conditions, such as social anxiety disorder or ADHD, leading to confusion in diagnosis. It is important for healthcare professionals to conduct a thorough assessment and consider the individual's developmental history, social communication skills, and repetitive behaviors before making a diagnosis of Asperger's autism. Misdiagnosis can lead to inappropriate treatment and support, so it is crucial to ensure an accurate diagnosis.
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What is a misdiagnosis of celiac disease?
A misdiagnosis of celiac disease occurs when a person is incorrectly diagnosed with the condition when they do not actually have it. This can happen if the symptoms of celiac disease are mistaken for those of another condition, or if the diagnostic tests produce a false positive result. Misdiagnosis can lead to unnecessary dietary restrictions and medical treatments, as well as a delay in identifying the true underlying cause of the symptoms. It is important for healthcare providers to carefully consider all possible explanations for a patient's symptoms and to use accurate diagnostic tests to confirm a celiac disease diagnosis.
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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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Is a doctor liable for a misdiagnosis?
Yes, a doctor can be held liable for a misdiagnosis if it can be proven that they did not meet the standard of care expected of them. If a doctor fails to properly diagnose a patient's condition and this leads to harm or injury, the patient may have grounds to file a medical malpractice lawsuit. However, it is important to note that not all misdiagnoses are considered medical malpractice, as the law recognizes that medicine is not an exact science and that doctors may sometimes make good faith errors in diagnosis.
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How can a misdiagnosis like psychosis be changed?
A misdiagnosis of psychosis can be changed through a thorough re-evaluation of the individual's symptoms and medical history by a qualified mental health professional. This may involve seeking a second opinion from a different psychiatrist or psychologist to ensure an accurate diagnosis. Additionally, it is important for the individual to advocate for themselves and communicate openly with their healthcare providers about their concerns and experiences. Seeking out comprehensive psychological and neuropsychological assessments can also help to clarify the diagnosis and ensure that the individual receives appropriate treatment and support.
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What to do in case of a possible misdiagnosis?
If you suspect a possible misdiagnosis, it is important to seek a second opinion from another healthcare provider. This can help confirm or correct the initial diagnosis and ensure that you receive the appropriate treatment. It is also important to communicate openly with your healthcare provider about your concerns and any new symptoms or changes in your condition. Additionally, you may want to consider asking for copies of your medical records to review and share with the second opinion provider.
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What should one do in case of a misdiagnosis?
If you suspect a misdiagnosis, it is important to seek a second opinion from another healthcare professional. You can request copies of your medical records and test results to share with the second opinion doctor. It is also important to openly communicate with your healthcare provider about your concerns and ask questions about the diagnosis and treatment plan. Additionally, you may consider seeking the guidance of a patient advocate or support group to help navigate the process of addressing a potential misdiagnosis.
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