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Finishing First in Science Education : What Will It Take?
Teaching science has often been examined from the perspective of the academic performance of K-12 students and the performance of the teacher, but rarely do we see teacher preparation programs being examined under the same scrutinization.Finishing First in Science Education takes an inside look into these programs by transforming actual events into teaching case studies.The case studies are used to encourage desirable skills as well as creativity, critical thinking, collaboration, and communication, whichhave found their way into teaching and learning.
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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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Pioneering Progress : American Science, Technology, and Innovation Policy
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Innovation IT - Webcam C1096 FHD 1080p
Innovation IT C1096 HD 1080p Webcam with USB-A port The integrated microphone provides high quality voice and allows for smaller video conferences. If you want to hold video conferences with your collaboration tool such as Teams, Zoom or Skype, then use the new webcam from Innovation IT. It can be connected to almost any end device via Plug & Play. The Innovation IT USB webcam is of high quality and convinces with its pin sharp HD video image. Thanks to the integrated microphone, you avoid having to purchase additional external devices. The All in One solution is optimal for every company. The most important specifications at a glance Peripheral connection USB Webcam functions Microphone Pixel resolution 1920 x 1080 pixels General information Product type Webcam Housing color Black Webcam Features Image sensor resolution 2 Mpx Pixel resolution 1920 x 1080 Pixels Peripheral Signal Transmission Wired Peripheral connection USB Webcam functions Microphone Operating System Compatibility Windows 10
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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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Ignorance : How It Drives Science
Knowledge is a big subject, says Stuart Firestein, but ignorance is a bigger one. And it is ignorance--not knowledge--that is the true engine of science. Most of us have a false impression of science as a surefire, deliberate, step-by-step method for finding things out and getting things done.In fact, says Firestein, more often than not, science is like looking for a black cat in a dark room, and there may not be a cat in the room.The process is more hit-or-miss than you might imagine, with much stumbling and groping after phantoms.But it is exactly this "not knowing," this puzzling over thorny questions or inexplicable data, that gets researchers into the lab early and keeps them there late, the thing that propels them, the very driving force of science.Firestein shows how scientists use ignorance to program their work, to identify what should be done, what the next steps are, and where they should concentrate their energies. And he includes a catalog of how scientists use ignorance, consciously or unconsciously--a remarkable range of approaches that includes looking for connections to other research, revisiting apparently settled questions, using small questions to get at big ones, and tackling a problem simply out of curiosity.The book concludes with four case histories--in cognitive psychology, theoretical physics, astronomy, and neuroscience--that provide a feel for the nuts and bolts of ignorance, the day-to-day battle that goes on in scientific laboratories and in scientific minds with questions that range from the quotidian to the profound. Turning the conventional idea about science on its head, Ignorance opens a new window on the true nature of research.It is a must-read for anyone curious about science.
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