Supporting K-8 Learners Through STEM Experiences (Paperback, 1)

Chapter 1. STEM and STEM Education

??????????????? What is STEM?

??????????????? Is STEM a Content Area?

??????????????? STEM Education

??????????????????????????????? Common Premises of STEM Education

??????????????????????????????? Formal and Nonformal Learning Spaces

??????????????????????????????? Learning Environments for STEM Education

??????????????????????????????????????????????? Intentionally Integrate the STEM Disciplines into the Curriculum

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Make the Learning Environment more conducive to Integrated Thinking

??????????????? STEM Thinking

?

Chapter 2. Importance of Claim Making in Learners’ Thinking about STEM Ideas

??????????????? Introduction

??????????????? What is a Claim?

??????????????? What is a Claim Sequence?

??????????????? Interdisciplinary STEM Claims

??????????????? Important Attributes of Claim Making, Evidence, and Reasoning

??????????????????????????????? Attributes of Claims and Claim Sequences

??????????????????????????????? Attributes of Evidence

??????????????????????????????? Attributes of Reasoning

??????????????? Why is it Important to Attend to Learners’ Claim Making?

?

Chapter 3. Matching instruction to the Ways Learners Think in STEM Learning Environments

??????????????? Introduction

? ? ? ? ? ? ? ? Curriculum and instruction Should Build on what we Know about Learner Thinking

??????????????? Trends in Learner Thinking in STEM-based Learning Environments

??????????????????????????????? The Importance of Tentative and Challenge Claims

??????????????????????????????? The Importance of In-the-moment Evidence and Tests

??????????????? Conclusion

?

Chapter 4. Explorations for Supporting STEM Ways of Thinking in Young Learners

??????????????? Overview of Explorations

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Advancing Evaluation in Informal Science Learning (Hardcover, 1)

Section 1: Assessment of Learning in Informal Science Settings?1. Rethinking Measures of Learning and Knowledge? 2.?Evaluating Individual Learning Outcomes in the Context of Citizen Science Activities? 3.?Emerging Implications of the Valuing Inclusion?Metrics for Informal Science Education? 4.?Leveraging Program Activities As Evaluation: Opportunities And Challenges Of Embedded Assessment In Informal Science Learning? 5.?Authentic Assessment In Outdoor Learning Contexts? 6. Self-Assessment Of Informal Science Educators And How To Identify Areas Of Growth For Professional Development? 7. What Matters Next: Evaluating Informal Science With The Activation Framework And Tools? 8.?Reflecting On Standardized Metrics For Assessing The Visitor Experience In Informal Science Settings: Lessons From COVES? 9.?Summary of Key Takeaways from the Assessment Section??Section 2:?Evaluation Of Programs And Exhibits In Informal Science Settings??10.?If You Don’t Ask, You Don’t Know: Strategies For Evaluating And Engaging Minority Audiences With Science On Youtube? 11.?Think It Through, Make It Work: Study Design For Exhibit Evaluation? 12.?Formative Evaluation As Collaborative Reflective Practice? 13. Visitor Engagement In Exhibit Evaluation: Designing And Iterating Creative Methods? 14.?Centering Families When Designing Evaluation Studies? 15.?From The Littles To The Bigs: Evaluation With Schools? 16.?Evaluating The Short- And Long-Term Impacts Of Youth Career Development Programs? 17.?Listening As Evaluation: Developing A Process For Authentic Community Collaborations? 18.?Integrating Culturally Responsive Evaluation Approaches in Informal Science Settings? 19. Becoming Te P? Hono: Reframing Evaluation Through a Te Ao M?ori Lens at Auckland Zoo? 20.?Summary of Key Takeaways from the Evaluation of Programs and Exhibits Section??Section 3: Building Capacity for Evaluation Amongst Informal Science Educators??21.?Supporting Evaluation As A Core Competency Of...


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Advancing Evaluation in Informal Science Learning (Paperback, 1)

Section 1: Assessment of Learning in Informal Science Settings?1. Rethinking Measures of Learning and Knowledge? 2.?Evaluating Individual Learning Outcomes in the Context of Citizen Science Activities? 3.?Emerging Implications of the Valuing Inclusion?Metrics for Informal Science Education? 4.?Leveraging Program Activities As Evaluation: Opportunities And Challenges Of Embedded Assessment In Informal Science Learning? 5.?Authentic Assessment In Outdoor Learning Contexts? 6. Self-Assessment Of Informal Science Educators And How To Identify Areas Of Growth For Professional Development? 7. What Matters Next: Evaluating Informal Science With The Activation Framework And Tools? 8.?Reflecting On Standardized Metrics For Assessing The Visitor Experience In Informal Science Settings: Lessons From COVES? 9.?Summary of Key Takeaways from the Assessment Section??Section 2:?Evaluation Of Programs And Exhibits In Informal Science Settings??10.?If You Don’t Ask, You Don’t Know: Strategies For Evaluating And Engaging Minority Audiences With Science On Youtube? 11.?Think It Through, Make It Work: Study Design For Exhibit Evaluation? 12.?Formative Evaluation As Collaborative Reflective Practice? 13. Visitor Engagement In Exhibit Evaluation: Designing And Iterating Creative Methods? 14.?Centering Families When Designing Evaluation Studies? 15.?From The Littles To The Bigs: Evaluation With Schools? 16.?Evaluating The Short- And Long-Term Impacts Of Youth Career Development Programs? 17.?Listening As Evaluation: Developing A Process For Authentic Community Collaborations? 18.?Integrating Culturally Responsive Evaluation Approaches in Informal Science Settings? 19. Becoming Te P? Hono: Reframing Evaluation Through a Te Ao M?ori Lens at Auckland Zoo? 20.?Summary of Key Takeaways from the Evaluation of Programs and Exhibits Section??Section 3: Building Capacity for Evaluation Amongst Informal Science Educators??21.?Supporting Evaluation As A Core Competency Of...


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Model-Based Inquiry in Earth and Space Sciences : Three-Dimensional Instructional Units for Grades 9-12 (Paperback)

Section 1: Model-Based Inquiry??1.?Model-Based Inquiry? 2.?Framing, Tools, and Routines for Supporting MDI Instruction??Section 2: The MBI Units??3. Unit?1. Earth’s Place in the Universe (ESS1): Worlds Apart? 4.?Unit 2. Earth’s Systems (ESS2): The Great Sumatran Tsunami of ‘04? 5.?Unit 3. Earth and Human Activity (ESS3): That Dam River!? 6.?Unit 4. Global Climate Change (ESS3.D): The Dislocation of the Alaskan Village of Newtok

Highlighting Crosscutting Concepts in Three-Dimensional Science Lessons : A Guide for Middle School Classrooms (Paperback)

Chapter 1: Crosscutting Concepts

Section I: Physical Science Lessons

Chapter 2: Salt Crystals and Lattice Structures

Chapter 3: Molecular Motion

Chapter 4: Modeling Chemical Changes

Chapter 5: May the Force Be with You

Chapter 6: Forces and Motion

Chapter 7: The Physics of Skateboarding

Chapter 8: Energy Transformations!

Chapter 9: What Is the Best Type of Light for Growing Plants in a Greenhouse?

Section II: Life Science Lessons

Chapter 10: Scale and Cells

Chapter 11: The Structure and Function of Cell Components

Chapter 12: Modeling the Digestive System

Chapter 13: Conservation of Matter During Digestion

Chapter 14: Causation vs. Correlation

Chapter 15: Who Wants to Live a Million Years?

Chapter 16: The Hare and the Linx

Chapter 17: Food Chains: More Than Who Eats What

Chapter 18: Rabbits Take Over the World!

Chapter 19: Dynamic Equilibrium and Rabbits

Section III: Earth and Space Science

Chapter 20: Historic vs Geologic Time Lines

Chapter 21: Puzzling Out the Fossil Record

Chapter 22: How Fast Can an Island Move?

Chapter 23: Gravity: What Makes the World Go Around

Chapter 24: Tracking Water and Energy in the Water Cycle

Chapter 25: What Does the Data Show?

Appendices

Oracy in Chemistry Education: Using Talk to Think, Learn, and Do Chemistry (Hardcover)

Using Artificial Intelligence in Education – Adventures in the Internet of Things (Hardcover)

Teaching Chemistry with Particulate Representations : A Guide for High School Teachers and Early College Instructors (Hardcover)

Preface. Foreword by Richard S. Moog. Acknowledgements. Introductory chapters. 0. Preface. 1. What are particulate representations and why should we teach with them? 2. The nuts and bolts of teaching with particulate models. Unit Chapters. 3. The Nature of Matter. Activity 3.1: Substances card sort. Activity 3.2: Using conductivity to predict how compounds exist in water. 4. Reactions. Activity 4.1: Modeling reactions with pony beads. Activity 4.2: Redox role play. 5. Stoichiometry. Activity 5.1: Limiting reactants POEM demonstration. 6. Kinetic Molecular Theory and Gases. Activity 6.1: Crush the soda can POEM demonstration. 7. Phases and Intermolecular Forces. Activity 7.1: What gas is produced by boiling water? A POEM demonstration. 8. Thermochemistry. 9. Kinetics. Activity 9.1: Kinetics of nuclear reactions: Cups as isotopes. Activity 9.2: Boltzmann game: Creating a randomized energy distribution using Rock, Paper, Scissors. 10. Equilibrium. Activity 10.1: LEGO™ brick molecules to model equilibrium and Le Chatelier’s principle. 11. Acid-base equilibrium. Activity 11.1: Modeling titration curves with pony beads. 12. Thermodynamics. Activity 12.1: Flash cards for signs of ΔH°, ΔS° and ΔG°. 13. Afterward: Can we get there from here? 14. References. Index.

Teaching Chemistry with Particulate Representations : A Guide for High School Teachers and Early College Instructors (Paperback)

Preface. Foreword by Richard S. Moog. Acknowledgements. Introductory chapters. 0. Preface. 1. What are particulate representations and why should we teach with them? 2. The nuts and bolts of teaching with particulate models. Unit Chapters. 3. The Nature of Matter. Activity 3.1: Substances card sort. Activity 3.2: Using conductivity to predict how compounds exist in water. 4. Reactions. Activity 4.1: Modeling reactions with pony beads. Activity 4.2: Redox role play. 5. Stoichiometry. Activity 5.1: Limiting reactants POEM demonstration. 6. Kinetic Molecular Theory and Gases. Activity 6.1: Crush the soda can POEM demonstration. 7. Phases and Intermolecular Forces. Activity 7.1: What gas is produced by boiling water? A POEM demonstration. 8. Thermochemistry. 9. Kinetics. Activity 9.1: Kinetics of nuclear reactions: Cups as isotopes. Activity 9.2: Boltzmann game: Creating a randomized energy distribution using Rock, Paper, Scissors. 10. Equilibrium. Activity 10.1: LEGO™ brick molecules to model equilibrium and Le Chatelier’s principle. 11. Acid-base equilibrium. Activity 11.1: Modeling titration curves with pony beads. 12. Thermodynamics. Activity 12.1: Flash cards for signs of ΔH°, ΔS° and ΔG°. 13. Afterward: Can we get there from here? 14. References. Index.

Reinvigorating STEM with Project-Based Learning : A Toolbox for Secondary Educators (Paperback)

Preface

Part I: Inventorying Your Tools: Beliefs, Assets, and Experiences

Chapter 1: Building Toward What Works

Chapter 2: Inventorying Your Beliefs and Tools

Part II: Organizing the Toolbox: Putting Disciplinary Tools Together

Chapter 3: The Elements of PBL

Chapter 4: Content Storyline

Chapter 5: Practice Pathway

Chapter 6: Tools to Cultivate Belonging

Part III: Topping off the Toolbox: Refining for Implementation

Chapter 7: Assessing Your PBL Project

Chapter 8: Community Connections and Differentiation

Chapter 9: Project Walkthrough

Chapter 10: Connecting It All Together

Appendix A: PBL Project Planner

Appendix B: Planning with Purpose Project Planner

Appendix C: Spread the Word, Not the Germs Project Planner

Reinvigorating STEM with Project-Based Learning : A Toolbox for Secondary Educators (Hardcover)

Preface

Part I: Inventorying Your Tools: Beliefs, Assets, and Experiences

Chapter 1: Building Toward What Works

Chapter 2: Inventorying Your Beliefs and Tools

Part II: Organizing the Toolbox: Putting Disciplinary Tools Together

Chapter 3: The Elements of PBL

Chapter 4: Content Storyline

Chapter 5: Practice Pathway

Chapter 6: Tools to Cultivate Belonging

Part III: Topping off the Toolbox: Refining for Implementation

Chapter 7: Assessing Your PBL Project

Chapter 8: Community Connections and Differentiation

Chapter 9: Project Walkthrough

Chapter 10: Connecting It All Together

Appendix A: PBL Project Planner

Appendix B: Planning with Purpose Project Planner

Appendix C: Spread the Word, Not the Germs Project Planner

AI-Enabled Learning for Climate Action : Building Skills, Capacity and Collective Intelligence for a Warming World (Paperback)

Theme 1: Setting the Stage: Why Digital Learning Matters for Climate Action?1. From Awareness to Action: Digital Learning in the Climate Era 2. AI-Driven Climate Education: Opportunities, Risks, and Competencies 3. Expanding Digital Citizenship in the Age of AI and the Climate Crisis?Theme 2: Innovations and Applied Digital Solutions for Climate Learning and Resilience?4. Geospatial and Digital Systems for Climate Knowledge, Learning, and Decision-Making 5. Harnessing Generative AI for Climate Literacy 6. Teaching the Circular Economy with AI: Data-Driven Zero-Waste Systems 7. Harnessing Digital Technologies for Climate Action: Lessons from Asia and Africa 8. Gamification ? Leveraging Serious Games for Climate Action Learning 9. Boosting Climate Services: Help Desks and Communities of Practice 10. Climate Action Capacity Building: Advancing Competencies, Access, and Accreditation for Working Professionals?Theme 3: Youth, Communities, and the Future of Climate Learning?11. Generation Digital: Youth-Led Climate Learning and Action Through Technology (AI, VR, and Media Literacy) 12. Learning Climate Futures with Digital Twins: Community, Youth, and Systems Thinking 13. Learning as Climate Infrastructure: Enabling Action, Equity, and Scale

AI-Enabled Learning for Climate Action : Building Skills, Capacity and Collective Intelligence for a Warming World (Hardcover)

Theme 1: Setting the Stage: Why Digital Learning Matters for Climate Action?1. From Awareness to Action: Digital Learning in the Climate Era 2. AI-Driven Climate Education: Opportunities, Risks, and Competencies 3. Expanding Digital Citizenship in the Age of AI and the Climate Crisis?Theme 2: Innovations and Applied Digital Solutions for Climate Learning and Resilience?4. Geospatial and Digital Systems for Climate Knowledge, Learning, and Decision-Making 5. Harnessing Generative AI for Climate Literacy 6. Teaching the Circular Economy with AI: Data-Driven Zero-Waste Systems 7. Harnessing Digital Technologies for Climate Action: Lessons from Asia and Africa 8. Gamification ? Leveraging Serious Games for Climate Action Learning 9. Boosting Climate Services: Help Desks and Communities of Practice 10. Climate Action Capacity Building: Advancing Competencies, Access, and Accreditation for Working Professionals?Theme 3: Youth, Communities, and the Future of Climate Learning?11. Generation Digital: Youth-Led Climate Learning and Action Through Technology (AI, VR, and Media Literacy) 12. Learning Climate Futures with Digital Twins: Community, Youth, and Systems Thinking 13. Learning as Climate Infrastructure: Enabling Action, Equity, and Scale

Adventures in Ecology: A Guidebook to Inspire Future Conservationists (Paperback)

The Application of the Metaverse in Education : Rethinking Learning, Instruction, and Evaluation (Hardcover)

Introduction 1.?Metaverse Concepts, Technologies, and Educational Potential2 2.?Learning Theories and the Educational Significance of the Metaverse 3.?Designing Metaverse-Supported Learning 4. Evaluating Metaverse-Supported Education 5.?Case Studies of Metaverse Education 6.?Ethics and Governance in the Educational Metaverse 7. Future Directions: AI, Interoperability, and Sustainability References

The Application of the Metaverse in Education : Rethinking Learning, Instruction, and Evaluation (Paperback)

Introduction 1.?Metaverse Concepts, Technologies, and Educational Potential2 2.?Learning Theories and the Educational Significance of the Metaverse 3.?Designing Metaverse-Supported Learning 4. Evaluating Metaverse-Supported Education 5.?Case Studies of Metaverse Education 6.?Ethics and Governance in the Educational Metaverse 7. Future Directions: AI, Interoperability, and Sustainability References

Making Climate Justice Count: Teaching with Data Stories for Action (Paperback)

The Development and Impact of the Purdue Rising Scholars Program (Paperback)

Chemistry Foundations: Understanding Fundamentals and Principles (Hardcover)

The Elements of Science : A Pocket Guide to Thinking Like a Scientist (Hardcover)

The Elements of Science : A Pocket Guide to Thinking Like a Scientist (Paperback)

Chemistry for Dummies (Paperback, 3)

Introduction 1

Part 1: The Basic Concepts of Chemistry 7

Chapter 1: What Is Chemistry, and Why Do I Need to Know Some? 9

Chapter 2: Contemplating Chemical Calculations. 19

Chapter 3: Matter and Energy 35

Chapter 4: Something Smaller Than an Atom? Atomic Structure 51

Chapter 5: The Periodic Table (But No Chairs) 69

Chapter 6: Balloons, Tires, and Scuba Tanks: The Wonderful World of Gases 81

Part 2: A Cornucopia of Chemical Concepts 101

Chapter 7: Chemical Cooking: Chemical Reactions 103

Chapter 8: The Mole: Can You Dig It? 119

Chapter 9: Mixing Matter Up: Solutions 131

Chapter 10: Thermochemistry: Hot Stuff 149

Chapter 11: Sour and Bitter: Acids and Bases 165

Part 3: Blessed Be the Bonds That Tie 183

Chapter 12: Where Did I Put That Electron? Quantum Theory 185

Chapter 13: Opposites Do Attract: Ionic Bonding 195

Chapter 14: Sharing Nicely: Covalent Bonding 211

Chapter 15: What Do Molecules Really Look Like? Molecular Geometry and Hybridization 231

Chapter 16: Tackling Periodic Trends 245

Chapter 17: Examining the Link between Intermolecular Forces and Condensed States 255

Part 4: Environmental Chemistry: Benefits and Problems 265

Chapter 18: Cough! Cough! Hack! Hack! Air Pollution 267

Chapter 19: Examining the Ins and Outs of Water Pollution. 281

Chapter 20: Nuclear Chemistry: It’ll Blow Your Mind 295

Part 5: The Part of Tens 315

Chapter 21: Ten Serendipitous Discoveries in Chemistry 317

Chapter 22: Ten (or So) Great Chemistry Nerds 323

Chapter 23: Ten Terrific Tips for Passing Chem I 329

Chapter 24: The Top Ten Industrial Chemicals 335

Glossary 341

Index 353

Accessing Technical Education in Modern Japan (Paperback, 1)

Acknowledgements, Editors' Notes on Translation, Introduction: Books, Craftsmen, and Engineers: The Emergence of a Formalized Technical Education in a Modern Science-based Education System, 1. The Translation of Technical Manuals from Western Languages in Nineteenth-century Japan: A Visual Tour, 2. The Translation of Western Books on Natural Science and Technology in China and Japan: Early Conceptions of Electricity, 3. Creating Intellectual Space for West-East and East-East Knowledge Transfer: Global Mining Literacy and the Evolution of Textbooks on Mining in Late Qing China, 1860-1911, 4. Francois Leonce Verny and the Beginning of the ‘Modern' Technical Education in Japan, 5. The Role of the Ministry of Public Works in Designing Engineering Education in Meiji Japan: Reconsidering the Foundation of the Imperial College of Engineering (Kobu-dai-gakko), 6. From Student of Confucianism to Hands-on Engineer: The Case of Ohara Junnosuke, Mining Engineer, 7. The Fall of the Imperial College of Engineering: From the Imperial College of Engineering (Kobu-dai-gakko) to the Faculty of Engineering at Imperial University, 1886

Reflections from the Tenure Track : Insights and Advice for Early-Career Academics in STEM (Paperback)

1. Introduction and foreword

2. The job of an Assistant Professor

3. Establishing and leading a research group

4. Supervising students and researchers

5. Writing grants

6. Writing papers

7. Teaching

8. Work-life balance

9. Ensuring diversity

10. The tenure track dossier

11.?Reflections on the process and outcome

12. Conclusion

Ecojustice Education for Elementary Classrooms: Real-World Lessons for a Sustainable Future (Paperback)