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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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Is it sweet or not sweet?
The sweetness of a food or drink can vary depending on personal preference and the specific item being consumed. Some people may find certain foods or drinks to be sweet, while others may not. It ultimately comes down to individual taste buds and what each person considers to be sweet.
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Why are sweet grasses called sweet?
Sweet grasses are called sweet because they emit a sweet, vanilla-like fragrance when they are crushed or burned. This pleasant aroma has led to the name "sweet grass" and has made it popular for use in ceremonies and smudging rituals in many indigenous cultures. The sweet scent is believed to purify and cleanse the environment, making it a valued plant for spiritual and medicinal purposes.
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What is sweet whey and sweet whey powder?
Sweet whey is a byproduct of cheese production, consisting of the liquid remaining after milk has been curdled and strained. It is a source of protein, lactose, vitamins, and minerals. Sweet whey powder is the dehydrated form of sweet whey, created by removing the moisture from the liquid whey. It is often used as an ingredient in food products, such as baked goods, confectionery, and protein supplements.
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Does a sweet potato taste sweet or neutral?
A sweet potato has a naturally sweet flavor, which is why it is called a "sweet" potato. The sweetness comes from the natural sugars present in the vegetable, giving it a slightly sweet taste. However, the level of sweetness can vary depending on the variety of sweet potato and how it is prepared. Overall, most people would describe the taste of a sweet potato as sweet rather than neutral.
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The Sweet Science of Bruising
‘When that bell rings, your life is entirely in your hands.’London, 1869.Four very different Victorian women are drawn into the dark underground world of female boxing by the eccentric Professor Sharp.Controlled by men and constrained by corsets, each finds an unexpected freedom in the boxing ring. As their lives begin to intertwine, their journey takes us through grand drawing rooms, bustling theatres and rowdy Southwark pubs, where the women fight inequality as well as each other.But with the final showdown approaching, only one can become the Lady Boxing Champion of the World…Joy Wilkinson's play The Sweet Science of Bruising is an epic tale of passion, politics and pugilism.It premiered at Southwark Playhouse, London, in October 2018, in a production by Troupe.
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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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Sweet or hot?
It ultimately depends on personal preference and the dish being prepared. Some people prefer sweet flavors, while others enjoy spicy or hot flavors. Both sweet and hot elements can add depth and complexity to a dish, so it's often a matter of balancing flavors to create a harmonious taste profile.
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Sweet or salty?
It really depends on my mood, but if I had to choose, I would say sweet. I have a bit of a sweet tooth and enjoy indulging in desserts like cakes, cookies, and ice cream. However, I also appreciate the savory satisfaction of salty snacks like chips or popcorn. Ultimately, I enjoy a balance of both sweet and salty flavors in my diet.
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'Sweet or ugly?'
Beauty is subjective and can vary from person to person. Some may find sweetness to be beautiful, while others may find it unattractive. Ultimately, it depends on individual preferences and perspectives.
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Is she sweet?
Yes, she is very sweet. She always has a kind word for everyone and goes out of her way to help others. Her warm and friendly personality makes her a pleasure to be around.
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