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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 difference between proportional and inverse proportional?
Proportional and inverse proportional relationships are two types of relationships between two variables. In a proportional relationship, as one variable increases, the other variable also increases at a constant rate. This means that the ratio between the two variables remains the same. In an inverse proportional relationship, as one variable increases, the other variable decreases at a constant rate. This means that the product of the two variables remains constant.
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How can one recognize proportional and inverse proportional relationships?
Proportional relationships can be recognized when two quantities increase or decrease at the same rate. This means that when one quantity doubles, the other quantity also doubles. Inverse proportional relationships, on the other hand, can be recognized when one quantity increases while the other decreases at a constant rate, or vice versa. This means that when one quantity doubles, the other quantity is halved. One can recognize these relationships by plotting the data on a graph and observing if the points form a straight line through the origin for proportional relationships, or if the points form a curve for inverse proportional relationships.
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What is the difference between proportional relationships and inverse proportional relationships?
Proportional relationships are those in which the two variables increase or decrease at a constant rate. In other words, when one variable doubles, the other variable also doubles. In contrast, inverse proportional relationships are those in which one variable increases as the other decreases, and vice versa. In an inverse proportional relationship, the product of the two variables remains constant. In other words, when one variable doubles, the other variable is halved.
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What are proportional relationships?
Proportional relationships are relationships between two quantities where they change in a consistent manner. This means that as one quantity increases or decreases, the other quantity also increases or decreases in a predictable way. In a proportional relationship, the ratio between the two quantities remains constant. This can be represented by a straight line when graphed.
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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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Brake Proportional Valve Bleed Tool For DISC DRUM PV2 And PV4 AC 172-1371 Brake Proportional Valve Bleed Tool P1K0
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Which of the assignments is inversely proportional and which is directly proportional?
The assignment of distance traveled and time taken is inversely proportional, as the distance traveled decreases as the time taken increases. On the other hand, the assignment of force and acceleration is directly proportional, as the force increases, the acceleration also increases.
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Which of the relationships is inversely proportional and which is directly proportional?
The relationship between the distance traveled and the time taken is inversely proportional, as the faster you travel, the less time it takes to reach a destination. On the other hand, the relationship between the force applied and the acceleration produced is directly proportional, as increasing the force applied will result in a corresponding increase in acceleration.
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How can I recognize if a function is proportional or inversely proportional?
You can recognize if a function is proportional by checking if the ratio of the output to the input is constant. In other words, if the function can be written in the form y = kx, where k is a constant, then the function is proportional. On the other hand, if the function can be written in the form y = k/x, where k is a constant, then the function is inversely proportional. Additionally, if the graph of the function is a straight line passing through the origin, it is proportional, while if the graph is a hyperbola, it is inversely proportional.
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What is the difference between an inverse proportional and a direct proportional relationship?
In an inverse proportional relationship, as one variable increases, the other variable decreases at a constant rate. This means that when one variable doubles, the other variable is halved. On the other hand, in a direct proportional relationship, as one variable increases, the other variable also increases at a constant rate. This means that when one variable doubles, the other variable also doubles.
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