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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 a stretching rod in physical education class?
A stretching rod in physical education class is a long, flexible rod typically made of plastic or fiberglass that is used to help improve flexibility and range of motion during stretching exercises. It can be used to assist with various stretches by providing leverage and support, making it easier for individuals to reach further and hold stretches for longer periods of time. Stretching rods are commonly used in group fitness classes, rehabilitation settings, and individual stretching routines to help enhance overall flexibility and prevent injury.
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What is the rod blank on the fishing rod?
The rod blank is the main shaft or body of the fishing rod, typically made of materials such as graphite, fiberglass, or a combination of both. It is the foundation of the rod and provides the strength and flexibility needed to cast and reel in fish. The blank is the part of the rod that determines its overall performance and characteristics, such as sensitivity, power, and action. It is the starting point for building a fishing rod, with guides, reel seat, and handle being added to complete the rod.
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'Ring or rod?'
It depends on the specific application. A ring is a circular shape with a hole in the center, often used for holding or securing objects in place. A rod, on the other hand, is a straight, elongated object that can be used for support, reinforcement, or as a structural element. The choice between a ring or a rod would depend on the specific requirements of the task at hand.
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Should I use a spinning rod or a feeder rod?
The choice between a spinning rod and a feeder rod depends on the type of fishing you plan to do. A spinning rod is more versatile and can be used for a variety of fishing techniques such as casting lures or bait fishing. On the other hand, a feeder rod is specifically designed for feeder fishing, where you use a feeder to attract fish to your bait. If you are planning to do general fishing with different techniques, a spinning rod would be a better choice. If you are specifically targeting bottom-feeding fish and prefer feeder fishing, then a feeder rod would be more suitable.
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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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Hydraulic Excavator DIY Student Technology Small Production Science and Education Toy Model Science
Hydraulic Excavator DIY Student Technology Small Production Science and Education Toy Model Science
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Is a diamond rod more stable than a steel rod?
A diamond rod is generally more stable than a steel rod due to its superior hardness and strength. Diamond is the hardest known natural material, making it highly resistant to deformation and wear. This makes diamond rods more stable and less likely to bend or break compared to steel rods, especially under high pressure or stress. However, the specific stability of a rod depends on various factors such as its dimensions, the quality of the material, and the intended application.
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Which is better, a telescopic rod or a sectional rod?
The choice between a telescopic rod and a sectional rod depends on personal preference and the specific fishing situation. Telescopic rods are more portable and convenient for traveling, while sectional rods offer more versatility in terms of length and action. Telescopic rods are easier to store and transport, but sectional rods can be more customizable and offer better performance. Ultimately, the better option depends on the individual angler's needs and fishing style.
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How can you disassemble the fishing rod from the fishing rod?
To disassemble a fishing rod, start by removing the reel from the rod by loosening the reel seat. Next, carefully detach the fishing line from the guides along the rod. Then, gently separate the rod into its individual sections by loosening the ferrules that connect them. Finally, store the rod sections in a safe place to prevent damage.
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How can one disassemble the fishing rod from the fishing rod?
To disassemble a fishing rod, start by removing the reel from the rod by unscrewing it. Next, carefully detach the fishing line from the guides along the length of the rod. Then, gently separate the rod sections by twisting and pulling them apart. Finally, store the pieces in a safe place to prevent damage until you are ready to reassemble the fishing rod.
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