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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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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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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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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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Convergent Evolution in Stone-Tool Technology
Scholars from a variety of disciplines consider cases of convergence in lithic technology, when functional or developmental constraints result in similar forms in independent lineages. Hominins began using stone tools at least 2.6 million years ago, perhaps even 3.4 million years ago.Given the nearly ubiquitous use of stone tools by humans and their ancestors, the study of lithic technology offers an important line of inquiry into questions of evolution and behavior.This book examines convergence in stone tool-making, cases in which functional or developmental constraints result in similar forms in independent lineages.Identifying examples of convergence, and distinguishing convergence from divergence, refutes hypotheses that suggest physical or cultural connection between far-flung prehistoric toolmakers.Employing phylogenetic analysis and stone-tool replication, the contributors show that similarity of tools can be caused by such common constraints as the fracture properties of stone or adaptive challenges rather than such unlikely phenomena as migration of toolmakers over an Arctic ice shelf. ContributorsR. Alexander Bentley, Briggs Buchanan, Marcelo Cardillo, Mathieu Charbonneau, Judith Charlin, Chris Clarkson, Loren G.Davis, Metin I. Eren, Peter Hiscock, Thomas A. Jennings, Steven L. Kuhn, Daniel E. Lieberman, George R. McGhee, Alex Mackay, Michael J. O'Brien, Charlotte D. Pevny, Ceri Shipton, Ashley M. Smallwood, Heather Smith, Jayne Wilkins, Samuel C. Willis, Nicolas Zayns
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Similar search terms for Stone:
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What is the interesting stone metal discovery?
The interesting stone metal discovery is a new type of metal alloy that was found within a stone sample. This discovery challenges traditional beliefs about where metals can be found and how they are formed. Scientists are excited about the potential implications of this discovery for understanding the Earth's geological processes and for developing new materials with unique properties. Further research is needed to fully understand the significance of this discovery and its potential applications.
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What is the interesting metal stone discovery?
The interesting metal stone discovery refers to the finding of a metallic stone-like object that was unearthed during an archaeological excavation. This discovery has puzzled researchers as it does not fit the typical characteristics of known minerals or metals. The unique properties of this metal stone have sparked curiosity and further investigation to determine its composition and origin. Scientists are conducting tests to unravel the mystery behind this intriguing discovery.
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Which stone is a protective stone?
Black tourmaline is a protective stone that is believed to absorb negative energy and provide a sense of security and protection. It is often used for grounding and shielding against electromagnetic radiation and negative influences. Many people use black tourmaline as a protective talisman or amulet to ward off negative energy and promote a sense of safety and well-being.
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What is a research question about the Stone Age?
A research question about the Stone Age could be: "What were the key technological advancements that allowed early humans to thrive during the Stone Age?" This question could lead to an investigation into the development of tools, weapons, and other innovations that were crucial for survival and adaptation during this period. By exploring this question, researchers can gain insights into the ingenuity and resourcefulness of our ancestors during this pivotal time in human history.
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Is it called Sorcerer's Stone or Philosopher's Stone?
The correct name of the magical object in J.K. Rowling's Harry Potter series is the Philosopher's Stone. However, in the United States, the book was published under the title "Harry Potter and the Sorcerer's Stone" due to concerns that American readers might not be familiar with the term "Philosopher's Stone." Despite the title change, the object is referred to as the Philosopher's Stone throughout the book.
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Is the stone on the pendant a precious stone?
The stone on the pendant appears to be a precious stone, likely a diamond. The way it catches the light and its clarity suggest that it is a high-quality gemstone. Additionally, the setting and design of the pendant indicate that it is meant to showcase the beauty and value of the stone. Overall, the pendant and its stone give the impression of being a precious and valuable piece of jewelry.
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Is stone by stone being laid on true case?
Yes, stone by stone being laid on a true case implies that a solid foundation is being built based on factual evidence and accurate information. This phrase suggests that careful and deliberate steps are being taken to establish a strong and reliable argument or case. By laying each stone carefully and accurately, the integrity and strength of the case are being ensured.
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Stone or fossil?
A stone is a naturally occurring solid substance composed of minerals, while a fossil is the preserved remains or traces of ancient organisms. Stones are typically formed through geological processes, while fossils are formed through the gradual replacement of organic material with minerals. Both stones and fossils can provide valuable information about the Earth's history, but fossils specifically offer insights into past life forms and ecosystems.
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