Title: Science and the Internet
Editors: Alan G. Gross, Jonathan Buehl
English | 2017 | ISBN: 0895038986 | 328 Pages
This is a timely volume, introducing scholars of
rhetoric to the often radical changes that scientists are experiencing in their internal and external communication practices as a result of digital media technologies. Anyone who is serious about understanding scientific argument today needs to be familiar with the rich multimedia environment available to those who make and contest scientific claims in such fora as online journal articles, blogs, wikis, podcasts, and tweets. The diverse case studies in this book are well designed to acquaint readers with some of the most significant developments to occur in science communication in recent years.” – Leah Ceccarelli, Professor, Department of Communication University of Washington, Seattle
“The essays in Science and the Internet address the timely topic of how digital tools are shaping science communication. Featuring chapters by leading scholars of the rhetoric of science and technology, the volume fills a much needed gap in contemporary rhetoric of science scholarship. Spanning science-related blogs and podcasts through open access notebooks, data visualization tools, and online peer review, the book offers insight into how the Internet influences the generation of scientific knowledge and reconfigures the relations among varied publics, scientists, and technological interfaces. Overall, the essays reveal how digital technologies may both fray the boundaries between experts and non-experts and enable more collaborative, democratic means of public engagement with science.” – Lisa Keranen, PhD, Associate Professor and Director of Graduate Studies Department of Communication, University of Colorado Denver
Title: Emerging Technologies in the Classroom
Author: Chrystalla Mouza
November 7, 2012 | English | ISBN-10: 1461446953 | 314 Pages
This book provides contemporary examples of the ways in which educators can use digital technologies to create effective learning environments that support improved learning and instruction. These examples are guided by multiple conceptual and methodological traditions evolving from the learning sciences and instructional technology communities as well as other communities doing important work on learning technologies. In particular, the book provides examples of technology innovations and the ways in which educators can use them to foster deep understanding, collaboration, creativity, invention, and reflection. Additional examples demonstrate the ways in which emerging mobile and networked technologies can help extend student learning beyond the confines of the classroom wall and support student-directed learning and new media literacies.
Particle Physics Brick by Brick
English | 21 Sept. 2017 | ISBN: 184403934X | 176 Pages
Using LEGO blocks to create a uniquely visual and clear depiction of the way our universe is put together. This is the perfect introduction to the enigmatic and fascinating world of Quantum Physics.
Our story starts with the Big Bang, and along the way, the constructs and interactions within and among atoms and sub-atomic particles, and the forces that play upon them, are clearly explained, with each LEGO block representing a different atomic or sub-atomic particle. The different colours and size denote what that particle is and its relationship with the other ‘building blocks’.
Each chapter is presented in digestible chunks, using toy building blocks to illustrate the ideas and experiments that have led to some of the biggest discoveries of the past 150 years.
Soon you’ll be able to construct every element in the Universe using a box of LEGO and this book!
Title: Saving Science Class
Author: Chris McGowan
English | February 14th, 2017 | ISBN: 1633882179 | 302 pages
Much of what our students are learning about science in school bears little resemblance to real science. That is the main theme of this critique of science education by a veteran scientist and former school teacher. The author charges that today’s teaching mandate has been taken over by educational specialists, people with little or no understanding of science.
They clutter curricula with extraneous material, like engineering and technology, and focus so much attention theorizing over hypotheses and models and categorizing everything, that no time remains for doing science. There is little to entice youngsters to the science classroom today.
McGowan emphasizes that the problem is not the teachers but the materials they are obliged to teach. He is especially critical of the widely influential “Next Generation Science Standards” (NGSS). This is based upon “A Framework for K-12 Science Education,” which has been inordinately influenced by educational specialists. This is evident from the esoteric language, the almost exclusive citation of educational publications, and by glaring errors in science.
The author urges a rethinking of science education to bring the focus back to conducting real hands-on science in the classroom. This approach was pioneered by the Nuffield Science Teaching Project in the UK, where working scientists acted as resource personnel for teachers designing curricula.
Title: Teaching the Female Brain: How Girls Learn Math and Science
Authors: Abigail Norfleet James, “”
English | ISBN: 1412967104, 1412967090 | 2009 | 208 pages
Abigail James has made an extensive study of cognitive gender differences and examined how that knowledge can best be applied to practices in teaching boys and girls. In this work, she examines how girls’ unique sensory, physical, cognitive, and emotional systems affect their performance in the classroom, and provides specific suggestions for how teachers can use that information to benefit girls either in single-sex or co-ed settings.
In particular, the book focuses on math and science instruction, since women are under-represented in these courses at the university level and in related fields, despite current incentives for female students to select math, science, or engineering majors. A large part of the problem, it seems, is that math and science classes are simply not taught in ways that complement the female brain. James shows teachers how to incorporate research-based findings and adapt classroom experiences to assist girls’ learning, within the best standards of classroom instruction.
Title: Who Will Do the Science of the Future?: A Symposium on Careers of Women in Science
English | 2000-12-12 | ISBN: 0309071852 | 104 pages
Who Will Do the Science of the Future? is the summary of a symposium on careers of women in science. The symposium incorporated three panels of presenters: one focusing on the next generation, Science for All Students; a second that looks in depth at the issues reflected in one particular field of science, computer science, reflecting an in-depth view of academic and industrial computer scientists; and a third that focuses on strategies and policies to recruit, retain, and promote career advancement for women scientists. Lastly, there was a plenary address on how to ensure women continue to advance into positions of leadership in science.
Title: Teaching Math, Science, and Technology in Schools Today: Guidelines for Engaging Both Eager and Reluctant Learners
Authors: Dennis Adams, Mary Hamm
2014 | 2nd Edition | ISBN-10: 1475809034, 1475809042 | 176 pages
Teaching Math, Science, and Technology in Schools Today: Guidelines for Engaging Both Eager and Reluctant Learners offers unique, engaging, and thought-provoking ideas. The activities open imaginative doors to learning and provide opportunities for all learners. It surveys today’s most important trends and dilemmas while explaining how collaboration and critical thinking can be translated into fresh classroom practices. Questions, engagement, and curiosity are viewed as natural partners for mathematical problem solving, scientific inquiry, and learning about technology. Like the Common Core State Standards, the book builds on the social nature of learning to provide suggestions for both eager and reluctant learners. The overall goal of the book is to deepen the collective conversation, challenge thinking, and provide some up-to-date tools for teachers so they can help reverse the steady erosion of math, science, and technology understanding in the general population.
Title: Brainball: Teaching Inquiry Science as a Team Sport, Science Edition
Authors: Mickey Kolis and Todd Lenz
English | 2014 | ISBN: 1475808879, 1475808887 | 196 pages
What is a game? You might think of cards and dice, computers, or sports. You might even think of music or theater as games. But what about Science? Games have rules, players, and objectives, but, maybe most importantly, games are fun. People play games because they think they are “fun,” and sometimes they even learn some important lessons. Classrooms are intended to teach important lessons, and sometimes people think they are fun (not nearly often enough).
Brainball (Science Edition) is designed to combine the best of both worlds! Science Inquiry is the game and learning the intended outcome! Veteran science teachers Kolis and Lenz provide small step-by-step 5E’s lessons and an inquiry-based sequence to guide you through that first learning experience so that you too can play the game of Brainball (Science Edition)!
Title: Mind, Brain, and Education Science: A Comprehensive Guide to the New Brain-Based Teaching
Author: Tracey Tokuhama-Espinosa
English | 2010 | ISBN: 0393706079 | 464 pages
Establishing the parameters and goals of the new field of mind, brain, and education science.
A groundbreaking work, Mind, Brain, and Education Science explains the new transdisciplinary academic field that has grown out of the intersection of neuroscience, education, and psychology. The trend in œbrain-based teaching has been growing for the past twenty years and has exploded in the past five to become the most authoritative pedagogy for best learning results. Aimed at teachers, teacher trainers and policy makers, and anyone interested in the future of education in America and beyond, Mind, Brain, and Education Science responds to the clamor for help in identifying what information could and should apply in classrooms with confidence, and what information is simply commercial hype. Combining an exhaustive review of the literature, as well as interviews with over twenty thought leaders in the field from six different countries, this book describes the birth and future of this new and groundbreaking discipline. Mind, Brain, and Education Science looks at the foundations, standards, and history of the field, outlining the ways that new information should be judged. Well-established information is elegantly separated from œneuromyths to help teachers split the wheat from the chaff in classroom planning, instruction and teaching methodology.