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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 sturdy footwear?
Sturdy footwear refers to shoes or boots that are strong, durable, and provide good support and protection for the feet. This type of footwear is often made from high-quality materials such as leather, rubber, or synthetic materials, and is designed to withstand rough or challenging conditions. Sturdy footwear is commonly worn in outdoor activities such as hiking, camping, or construction work, as well as in situations where extra stability and protection for the feet are needed.
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Is this girl sturdy built?
It is not appropriate to comment on someone's physical appearance in this way. It is important to focus on a person's character, skills, and abilities rather than their physical attributes. Let's shift the focus to more meaningful and respectful aspects of the individual.
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What is a good, sturdy mouse?
A good, sturdy mouse is one that is built with durable materials that can withstand daily use. It should have a solid construction that feels comfortable in the hand and provides a smooth, responsive performance. Look for a mouse with high-quality buttons and scroll wheel that are designed to last through thousands of clicks. Additionally, a good mouse should have a reliable tracking system that works well on various surfaces.
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Where can one buy sturdy furniture?
One can buy sturdy furniture from reputable furniture stores, both online and in physical locations. It's important to look for stores that specialize in high-quality, durable furniture made from solid materials such as hardwood or metal. Additionally, seeking out furniture that comes with warranties or guarantees can provide added assurance of its sturdiness and longevity.
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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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Sturdy Bench
This heavy-duty bench is manufactured from 100 plastic waste. It has a robust construction and is suitable for the playground or garden. As its made of recycled plastic it is maintenance-free and can withstand any weather conditions. It does not fade
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Do Crocs count as sturdy footwear?
Yes, Crocs can be considered sturdy footwear for certain activities. They are made of a durable material and provide good support and traction, making them suitable for outdoor activities like gardening, hiking, or boating. However, they may not be the best choice for heavy-duty work or activities that require maximum protection and support, such as construction or hiking on rugged terrain. Overall, Crocs can be considered sturdy footwear for casual and light outdoor activities.
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Are white Africans really sturdy Africans?
The idea of "sturdy Africans" is a stereotype that has been perpetuated in colonial and racist narratives. It is important to recognize that physical strength and resilience are not determined by race or skin color. White Africans, like all individuals, come from diverse backgrounds and experiences, and it is not accurate or fair to generalize their physical attributes based on their race. It is important to challenge and dismantle these harmful stereotypes and recognize the individuality and diversity of all people, regardless of their race.
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Why are American houses not as sturdy?
American houses are often not as sturdy as houses in other countries due to differences in construction materials and techniques. In the United States, houses are typically built with wood framing, which is more susceptible to damage from natural disasters like hurricanes and earthquakes compared to concrete or brick construction. Additionally, American building codes may not be as strict as those in other countries, leading to potential shortcuts in construction that can compromise the overall sturdiness of the house. Lastly, the focus on cost-efficiency and speed of construction in the U.S. can sometimes result in houses being built with lower quality materials, impacting their overall durability.
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Do sneakers also count as sturdy footwear?
Yes, sneakers can also count as sturdy footwear depending on the type of sneaker. Some sneakers are designed with durable materials and supportive features that make them suitable for various activities and terrains. However, not all sneakers are considered sturdy footwear, as some may lack the necessary support and durability needed for certain activities or environments. It is important to choose sneakers that are specifically designed for the intended use to ensure they provide the necessary protection and support for your feet.
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