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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 the computer science homework for Scratch?
The computer science homework for Scratch may involve creating a simple animation or game using the Scratch programming language. Students may be asked to use basic programming concepts such as loops, conditionals, and variables to create their project. They may also be required to demonstrate an understanding of event-driven programming by responding to user input or interactions within their project. Additionally, students may be asked to document their code and explain the logic behind their programming choices.
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From when can one scratch scratch cards?
One can scratch scratch cards as soon as they are purchased. There is no specific waiting period or restriction on when one can scratch the card. Once the card is bought, the player can immediately scratch off the covering to reveal the hidden symbols or numbers to see if they have won a prize.
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How do I learn basic computer science knowledge from scratch?
To learn basic computer science knowledge from scratch, you can start by studying fundamental concepts such as algorithms, data structures, and programming languages. There are many online resources and tutorials available for free, such as Codecademy, Khan Academy, and Coursera, which offer introductory courses in computer science. Additionally, you can consider enrolling in a beginner-level computer science course at a local community college or university. It's important to practice coding regularly and work on small projects to reinforce your understanding of the concepts. Finally, joining online communities and forums can provide valuable support and guidance as you learn.
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What can one learn from a computer science project using Scratch?
One can learn a variety of skills from a computer science project using Scratch. Firstly, one can learn the basics of programming and computational thinking, as Scratch uses a block-based visual programming language that helps beginners understand coding concepts. Additionally, one can learn about problem-solving and logical reasoning as they work on creating and debugging their projects. Furthermore, Scratch projects can also teach creativity and design skills, as users have to think creatively to bring their ideas to life through animations, games, and interactive stories. Overall, a computer science project using Scratch can provide a well-rounded learning experience in various aspects of computer science and technology.
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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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Music Technology from Scratch
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Do you have to scratch scratch cards in the store?
No, you do not have to scratch scratch cards in the store. Scratch cards are typically purchased and then taken home to be scratched. This allows the purchaser to scratch the card at their convenience and in a more private setting. Once the card is scratched, the purchaser can then return to the store to claim any potential prizes.
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Can cats scratch laminate?
Yes, cats can scratch laminate flooring. Laminate flooring is not as scratch-resistant as other types of flooring such as tile or hardwood. Cats have sharp claws that can easily scratch the surface of laminate flooring, especially if they are running or playing on it. To prevent scratches, it is recommended to keep your cat's nails trimmed and provide them with scratching posts or pads.
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What are Scratch projects?
Scratch projects are interactive, multimedia programs created using the Scratch programming language and platform. They can include animations, games, stories, and simulations, and are often created by students and beginners learning to code. Scratch projects allow users to combine visual blocks of code to create their own unique and interactive experiences, and can be shared and remixed with others in the Scratch community. These projects are a great way for beginners to learn the basics of programming and to express their creativity through coding.
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What comes after scratch?
After scratch, the wound typically goes through a healing process. The body works to repair the damaged skin by forming a scab, which protects the area as new skin cells regenerate underneath. Eventually, the scab will fall off, revealing new skin that has formed to replace the damaged tissue. It is important to keep the area clean and protected during this healing process to prevent infection and promote proper healing.
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