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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 meant by spin allowance and spin prohibitions?
Spin allowance refers to the amount of spin that a bowler is allowed to impart on the ball while delivering it. This is typically regulated in cricket to ensure fair play and balance between bowlers and batsmen. Spin prohibitions, on the other hand, refer to specific actions or techniques that are not allowed when delivering the ball, such as throwing or using illegal equipment to enhance spin. These rules are in place to maintain the integrity of the game and ensure that all players compete on a level playing field.
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Which animals spin?
Several animals are known for their spinning abilities. Spiders are perhaps the most well-known for their ability to spin silk and create intricate webs. Silkworms also spin silk to create their cocoons. Some insects, such as caterpillars and moth larvae, also spin silk to create protective shelters. Additionally, some species of birds, such as the male bowerbird, are known for their spinning behavior as they construct elaborate nests or display areas to attract mates.
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Why do hair spin?
Hair spins because of the shape and texture of its individual strands. When hair is brushed or combed, the strands can become twisted and tangled, causing them to spin around each other. Additionally, factors such as static electricity and air currents can also contribute to hair spinning. Overall, the natural properties of hair, combined with external forces, lead to the spinning motion that is often observed.
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Do tarantulas spin webs?
No, tarantulas do not spin webs like other spiders. They are not known for building intricate webs to catch prey. Instead, tarantulas are ambush predators that rely on their speed and venom to catch their prey. They typically live in burrows or underground tunnels, where they wait for prey to come close enough for them to strike.
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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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Spin
'Spin' is the ninth release of the band Nik Baertsch's Ronin, since its foundation in 2001 and the first with bass player Jeremias Keller, who joined the band in 2020. The band still consists of the founding members pianist/composer Nik Bartsch and drummer Kaspar Rast and reeds player Sha who has been part of the group since 2004. Since their last release 'Awase', the band has continuously developed the repertoire further in their weekly Monday concerts in EXIL club in Zurich. 'Spin' therefore shows not only the newest developments like 'Modul 63' and 'Modul 66' but also a combination of new and old material in 'Modul 70_51' ('51' recorded on the ECM album 'Llyria', 2010) and the two classics 'Modul 14' and 'Modul 23' in completely new arrangements and interpretations.
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What is a top spin?
A top spin is a type of spin that is applied to a ball in sports such as tennis, table tennis, and volleyball. When a player imparts top spin on the ball, the top of the ball rotates forward, causing it to dip down and then bounce higher when it hits the ground or the opponent's side of the court. This type of spin can make the ball more difficult for the opponent to return, as it can cause the ball to bounce unpredictably and with greater speed and spin. Top spin is a key technique used by players to control the trajectory and bounce of the ball in various sports.
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Can one spin without food?
No, one cannot spin without food. Spinning requires energy, and energy comes from the food we eat. Without food, the body does not have the necessary fuel to perform physical activities like spinning. It is important to maintain a balanced diet to ensure the body has the energy it needs to engage in physical activities.
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How do you spin bottles?
To spin a bottle, hold it by the neck with your fingers and give it a quick flick of the wrist to start it spinning. You can also place the bottle on a flat surface and give it a gentle push to get it spinning. The key is to apply just enough force to get the bottle rotating without knocking it over. Practice and experimentation with different techniques will help you master the art of spinning bottles.
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Why don't kickflips spin properly?
Kickflips may not spin properly due to a lack of proper technique or timing. If the flick of the foot is not executed correctly, the board may not rotate fully. Additionally, not committing fully to the trick or not jumping high enough can also result in an incomplete rotation. Practicing the motion and focusing on timing and form can help improve the consistency of kickflip rotations.
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