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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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Science Research Writing For Non-native Speakers Of English
This book is designed to enable non-native English speakers to write science research for publication in English.It can also be used by English speakers and is a practical, user-friendly book intended as a fast, do-it-yourself guide for those whose English language proficiency is above intermediate.The approach is based on material developed from teaching graduate students at Imperial College London and has been extensively piloted.The book guides the reader through the process of writing science research and will also help with writing a Master's or Doctoral thesis in English.Science writing is much easier than it looks because the structure and language are conventional.The aim of this book is to help the reader discover a template or model for science research writing and then to provide the grammar and vocabulary tools needed to operate that model.There are five units: Introduction, Methodology, Results, Discussion/Conclusion and Abstract.The reader develops a model for each section of the research article through sample texts and exercises; this is followed by a Grammar and Writing Skills section designed to respond to frequently-asked questions as well as a Vocabulary list including examples of how the words and phrases are to be used.
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What is the difference between organic and non-organic?
Organic products are grown and produced without the use of synthetic pesticides, fertilizers, or genetically modified organisms. They also do not contain artificial preservatives or additives. Non-organic products, on the other hand, may contain synthetic chemicals and pesticides, and are often produced using genetically modified organisms. Organic farming practices also focus on sustainability and environmental conservation, while non-organic farming may have a greater impact on the environment.
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What is the difference between organic and non-organic potatoes?
Organic potatoes are grown without the use of synthetic pesticides, herbicides, or fertilizers. They are also non-GMO and are typically grown in soil that has been free from prohibited substances for at least three years. Non-organic potatoes, on the other hand, may be grown with the use of synthetic chemicals and may be genetically modified. Additionally, organic potatoes are often grown using sustainable farming practices that promote soil health and biodiversity.
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Do you prefer to buy organic or non-organic products?
As an AI, I do not have personal preferences. However, some people prefer to buy organic products because they believe they are healthier and better for the environment. On the other hand, others may choose non-organic products due to cost considerations or lack of availability of organic options. Ultimately, the choice between organic and non-organic products depends on individual values and priorities.
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Aren't non-organic potatoes with skin unhealthy?
Non-organic potatoes with skin are not necessarily unhealthy. While organic potatoes are grown without synthetic pesticides and fertilizers, non-organic potatoes can still be a nutritious part of a balanced diet. The skin of the potato contains fiber, vitamins, and minerals, so it can be beneficial to consume. However, it is important to wash non-organic potatoes thoroughly to remove any pesticide residue before consuming them. Overall, including potatoes with skin in moderation as part of a diverse diet can be a healthy choice.
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Science Research Writing For Non-native Speakers Of English
This book is designed to enable non-native English speakers to write science research for publication in English.It can also be used by English speakers and is a practical, user-friendly book intended as a fast, do-it-yourself guide for those whose English language proficiency is above intermediate.The approach is based on material developed from teaching graduate students at Imperial College London and has been extensively piloted.The book guides the reader through the process of writing science research and will also help with writing a Master's or Doctoral thesis in English.Science writing is much easier than it looks because the structure and language are conventional.The aim of this book is to help the reader discover a template or model for science research writing and then to provide the grammar and vocabulary tools needed to operate that model.There are five units: Introduction, Methodology, Results, Discussion/Conclusion and Abstract.The reader develops a model for each section of the research article through sample texts and exercises; this is followed by a Grammar and Writing Skills section designed to respond to frequently-asked questions as well as a Vocabulary list including examples of how the words and phrases are to be used.
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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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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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Why is organic chemistry called organic chemistry?
Organic chemistry is called so because it was originally believed that compounds found in living organisms could only be produced by living organisms, and were therefore called "organic" compounds. This belief was later disproven, but the name stuck. Organic chemistry is the study of carbon-containing compounds, which are abundant in living organisms, and it focuses on the structure, properties, and reactions of these compounds.
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Is organic meat still unhealthy, even if it's organic?
Organic meat is generally considered to be healthier than conventionally raised meat because it is produced without the use of synthetic pesticides, hormones, or antibiotics. However, it is still important to consume organic meat in moderation and as part of a balanced diet. Organic meat can still be high in saturated fat and cholesterol, so it is important to consider portion sizes and overall dietary choices. Additionally, the way the meat is prepared and cooked can also impact its healthfulness.
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What is more important in nutritional science: organic or chemistry?
Both organic and chemistry play important roles in nutritional science. Organic focuses on the quality and source of food, emphasizing natural and sustainable practices. Chemistry, on the other hand, helps us understand the composition and interactions of nutrients in our body. Both aspects are crucial in understanding how food affects our health and well-being, making it difficult to prioritize one over the other in nutritional science.
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'Psychological or organic?'
When determining the cause of a particular symptom or condition, it is important to consider whether it is psychological or organic in nature. Psychological issues are related to mental and emotional factors, such as stress, trauma, or mood disorders, while organic issues are related to physical factors, such as genetics, hormones, or brain chemistry. It is important to consider both possibilities and seek professional help to accurately diagnose and address the underlying cause. Sometimes, symptoms may have both psychological and organic components, requiring a comprehensive approach to treatment.
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