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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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Children's pedal piano education early education music fitness baby music fitness equipment toy
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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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Designing and Teaching Fitness Education Courses
Fitness education is often overlooked for various reasons: no equipment, no weight room, large class size, or lack of professional development. Designing and Teaching Fitness Education Courses provides real solutions for all these issues.This book offers secondary-level physical educators innovative ideas, practical answers, and guidance in implementing fitness education programming that will meet the needs of all students. Designing and Teaching Fitness Education Courses is packed with highly useful tools and resources: 211 instructional photos showing exercises and stretches that require no equipment and are easily adapted for varying abilities18 pacing guides that form a week-by-week blueprint for implementing a semester-long fitness education courseA robust online resource with all 18 pacing guides, as well as a blank template for developing your own;139 video demonstrations of all the book’s exercises and stretches;PowerPoint presentations to show in PE classes, including video demonstrations of the book’s exercises and stretches; andteacher aids and student handouts, including assignments, assessments, posters, and a 12-week personal fitness plan Teachers can use the pacing guides to develop a semester-long fitness education course that can be implemented in either a traditional or block schedule.These guides offer objectives, class discussion topics, activities, assessments, and teaching strategies for each week of an 18-week semester.All topics in the guides are aligned with SHAPE America’s National Standards and Grade-Level Outcomes for K–12 Physical Education. The authors guide teachers in addressing the following priorities within a fitness education course: social and emotional learning; behavior modification principles and adherence to fitness activities; social cognitive theory; classroom management; student safety; equity, diversity, and inclusion; and social justice. Designing and Teaching Fitness Education Courses also includes a detailed chapter on nutrition education written by internationally recognized sport nutritionist Lisa Dorfman, who provides teachers a wealth of information to integrate into fitness courses. Teachers will learn how to integrate a quality fitness education curriculum into any setting (rural, urban, or suburban) and any learning model (remote, hybrid, or in-person learning). Designing and Teaching Fitness Education Courses is organized into three sections: Part I presents both theoretical and practical knowledge of fitness education; its importance in a standards-based curriculum; pedagogical and content knowledge considerations; nutrition, wellness, and consumer issues; and the general components of fitness education. Part II focuses on various components of fitness education: flexibility, strength, and cardiorespiratory fitness.This part includes stretching and muscular strength and endurance workouts, illustrated with photos in the book and videos in the online resource. Part III guides readers in enabling students to participate in community fitness and activity events to support the development of lifelong fitness habits. Through Designing and Teaching Fitness Education Courses, teachers will be able to provide appropriate fitness activities that will lead to the elevated health and wellness of students and a greater appreciation for participating in lifelong activities. Note: A code for accessing HKPropel is included with all new print books.
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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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