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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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Why dative?
The dative case is used in many languages to indicate the indirect object of a verb, showing to whom or for whom an action is done. It helps clarify the recipient of an action or the person who benefits from it. By using the dative case, speakers can provide more specific information about the relationships between the subject, verb, and object in a sentence. This case is essential for conveying nuances of meaning and ensuring clear communication in various contexts.
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Why dative case?
The dative case is used to indicate the indirect object of a sentence, showing to whom or for whom an action is being done. It helps to clarify the relationships between the different elements of a sentence and is essential for conveying the correct meaning. In many languages, including German, Russian, and Latin, the dative case is an important part of the grammar and is used in a wide range of contexts. Overall, the dative case is important for expressing the recipient or beneficiary of an action and is an essential part of understanding and using these languages effectively.
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Dative or accusative?
Dative and accusative are two different cases in grammar that indicate the relationship between a verb and its object. The dative case is used to show the indirect object of a verb, while the accusative case is used to show the direct object. To determine whether to use dative or accusative, you need to consider the verb in the sentence and identify whether the object is receiving the action directly (accusative) or indirectly (dative).
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Tolerate dative or accusative?
Whether to use the dative or accusative case in German depends on the verb being used and the prepositions that accompany it. Some verbs require the dative case, such as helfen (to help) or danken (to thank), while others require the accusative case, such as sehen (to see) or essen (to eat). It is important to learn which case each verb requires in order to use the correct form in a sentence.
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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?
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Dialogues Between Artistic Research and Science and Technology Studies
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When to use dative?
The dative case is used in German to indicate the indirect object of a sentence, which is the person or thing that receives the direct object. It is also used after certain prepositions, such as "mit" (with), "nach" (after), and "von" (from). Additionally, the dative case is used with certain verbs that require an indirect object, such as "helfen" (to help) or "antworten" (to answer).
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What are dative adjectives?
Dative adjectives are adjectives that are used to describe nouns in the dative case. In many languages, including German and Latin, the dative case is used to indicate the indirect object of a verb or the recipient of an action. Dative adjectives agree in gender, number, and case with the noun they are describing, and they often convey a sense of possession, benefit, or disadvantage. For example, in German, the dative adjective "guten" (good) would be used to describe a masculine singular noun in the dative case, such as "dem Mann" (to the man).
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Dative or Genitive 2?
The choice between dative and genitive case in German depends on the verb or preposition being used. "Dative" is used to indicate the indirect object of a sentence, while "genitive" is used to show possession or a relationship between two nouns. "Genitive 2" specifically refers to the genitive case used after certain prepositions, such as trotz (despite) or während (during). It's important to learn the specific prepositions and verbs that require either dative or genitive case in order to use them correctly in German sentences.
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Is there a difference between the dative case and the dative object?
Yes, there is a difference between the dative case and the dative object. The dative case is a grammatical case that typically indicates the indirect object of a verb or the object of certain prepositions. On the other hand, the dative object refers specifically to the noun or pronoun that is in the dative case in a sentence. In other words, the dative case is a grammatical concept, while the dative object is a specific element within a sentence that is marked by the dative case.
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