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| how to make a module in science: Making Progress in Primary Science Wynne Harlen, 2003 This book is for teachers and student teachers looking to improve their practice in primary science. Throughout the book, the focus is on the learning of science as an investigative process through which pupils develop an understanding of ideas. This is supported by modules on different aspects of teaching and learning in science, including: building on children's own ideas how to ask and answer questions managing practical work in the classroom science for very young children effective assessment, self-assessment and feedback cross-curricular links ICT and science science outside the classroom Each module comprises of an introduction to the aspect; workshop materials to help teachers reflect on teaching, planning and managing primary science; guidance about typical pitfalls and problems; and suggestions for further reading. This book can also be used as a companion to the book for course leaders using Making Progress in Primary Science, 2nd edition. It follows exactly the same module structure and can be used by participants during their course and as a useful resource afterwards. |
| how to make a module in science: Making Progress in Primary Science Dr Wynne Harlen, Wynne Harlen, 2003-12-16 This new and extensively revised edition of Progress in Primary Science is intended for all those involved in training teachers of primary school science, both preservice and on INSET courses. Its flexible modular structure enables course leaders to tailor their course to participants' needs. Each module can be studied individually or as part of an extended programme and contains notes for facilitators, photocopiable workshop materials, activities for practitioners and suggestions for further reading. Throughout the book the focus is on the learning of science as an investigative process through which pupils develop an understanding of ideas. This is supported by modules on different aspects of teaching and learning in science, including: building on children's own ideas how to ask and answer questions managing practical work in the classroom science for very young children effective assessment, self-assessment and feedback cross-curricular links ICT and science science outside the classroom. The companion study book currently available can be used by those participating on these courses. It follows the same modular structure and contains the same information as this book, and makes planning and delivering the course easier and less time consuming for the course leader. |
| how to make a module in science: A Framework for K-12 Science Education National Research Council, Division of Behavioral and Social Sciences and Education, Board on Science Education, Committee on a Conceptual Framework for New K-12 Science Education Standards, 2012-03-28 Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments. |
| how to make a module in science: Other People's Children Lisa D. Delpit, 2006 An updated edition of the award-winning analysis of the role of race in the classroom features a new author introduction and framing essays by Herbert Kohl and Charles Payne, in an account that shares ideas about how teachers can function as cultural transmitters in contemporary schools and communicate more effectively to overcome race-related academic challenges. Original. |
| how to make a module in science: Resources for Teaching Middle School Science Smithsonian Institution, National Academy of Engineering, National Science Resources Center of the National Academy of Sciences, Institute of Medicine, 1998-04-30 With age-appropriate, inquiry-centered curriculum materials and sound teaching practices, middle school science can capture the interest and energy of adolescent students and expand their understanding of the world around them. Resources for Teaching Middle School Science, developed by the National Science Resources Center (NSRC), is a valuable tool for identifying and selecting effective science curriculum materials that will engage students in grades 6 through 8. The volume describes more than 400 curriculum titles that are aligned with the National Science Education Standards. This completely new guide follows on the success of Resources for Teaching Elementary School Science, the first in the NSRC series of annotated guides to hands-on, inquiry-centered curriculum materials and other resources for science teachers. The curriculum materials in the new guide are grouped in five chapters by scientific areaâ€Physical Science, Life Science, Environmental Science, Earth and Space Science, and Multidisciplinary and Applied Science. They are also grouped by typeâ€core materials, supplementary units, and science activity books. Each annotation of curriculum material includes a recommended grade level, a description of the activities involved and of what students can be expected to learn, a list of accompanying materials, a reading level, and ordering information. The curriculum materials included in this book were selected by panels of teachers and scientists using evaluation criteria developed for the guide. The criteria reflect and incorporate goals and principles of the National Science Education Standards. The annotations designate the specific content standards on which these curriculum pieces focus. In addition to the curriculum chapters, the guide contains six chapters of diverse resources that are directly relevant to middle school science. Among these is a chapter on educational software and multimedia programs, chapters on books about science and teaching, directories and guides to science trade books, and periodicals for teachers and students. Another section features institutional resources. One chapter lists about 600 science centers, museums, and zoos where teachers can take middle school students for interactive science experiences. Another chapter describes nearly 140 professional associations and U.S. government agencies that offer resources and assistance. Authoritative, extensive, and thoroughly indexedâ€and the only guide of its kindâ€Resources for Teaching Middle School Science will be the most used book on the shelf for science teachers, school administrators, teacher trainers, science curriculum specialists, advocates of hands-on science teaching, and concerned parents. |
| how to make a module in science: Resources for Teaching Elementary School Science National Science Resources Center of the National Academy of Sciences and the Smithsonian Institution, 1996-04-28 What activities might a teacher use to help children explore the life cycle of butterflies? What does a science teacher need to conduct a leaf safari for students? Where can children safely enjoy hands-on experience with life in an estuary? Selecting resources to teach elementary school science can be confusing and difficult, but few decisions have greater impact on the effectiveness of science teaching. Educators will find a wealth of information and expert guidance to meet this need in Resources for Teaching Elementary School Science. A completely revised edition of the best-selling resource guide Science for Children: Resources for Teachers, this new book is an annotated guide to hands-on, inquiry-centered curriculum materials and sources of help in teaching science from kindergarten through sixth grade. (Companion volumes for middle and high school are planned.) The guide annotates about 350 curriculum packages, describing the activities involved and what students learn. Each annotation lists recommended grade levels, accompanying materials and kits or suggested equipment, and ordering information. These 400 entries were reviewed by both educators and scientists to ensure that they are accurate and current and offer students the opportunity to: Ask questions and find their own answers. Experiment productively. Develop patience, persistence, and confidence in their own ability to solve real problems. The entries in the curriculum section are grouped by scientific areaâ€Life Science, Earth Science, Physical Science, and Multidisciplinary and Applied Scienceâ€and by typeâ€core materials, supplementary materials, and science activity books. Additionally, a section of references for teachers provides annotated listings of books about science and teaching, directories and guides to science trade books, and magazines that will help teachers enhance their students' science education. Resources for Teaching Elementary School Science also lists by region and state about 600 science centers, museums, and zoos where teachers can take students for interactive science experiences. Annotations highlight almost 300 facilities that make significant efforts to help teachers. Another section describes more than 100 organizations from which teachers can obtain more resources. And a section on publishers and suppliers give names and addresses of sources for materials. The guide will be invaluable to teachers, principals, administrators, teacher trainers, science curriculum specialists, and advocates of hands-on science teaching, and it will be of interest to parent-teacher organizations and parents. |
| how to make a module in science: Models of Science Teacher Preparation D.R. Lavoie, W.M. Roth, 2001-07-31 This unique, edited book is a must for science educators who desire to improve upon traditional methods for science teaching and learning. It provides background, theoretical research-based frameworks, guidelines, and concrete examples for the implementation and assessment of innovative models of science learning, teaching, and professional preparation. |
| how to make a module in science: Resources in Education , 1996 |
| how to make a module in science: A Primer on Scientific Programming with Python Hans Petter Langtangen, 2012-07-04 The book serves as a first introduction to computer programming of scientific applications, using the high-level Python language. The exposition is example- and problem-oriented, where the applications are taken from mathematics, numerical calculus, statistics, physics, biology, and finance. The book teaches Matlab-style and procedural programming as well as object-oriented programming. High school mathematics is a required background, and it is advantageous to study classical and numerical one-variable calculus in parallel with reading this book. Besides learning how to program computers, the reader will also learn how to solve mathematical problems, arising in various branches of science and engineering, with the aid of numerical methods and programming. By blending programming, mathematics and scientific applications, the book lays a solid foundation for practicing computational science. |
| how to make a module in science: Development of Science Teachers' TPACK Ying-Shao Hsu, 2015-05-18 Science is a subject matter that requires learners to explore the world and develop their own abilities on the basis of that exploration. As technology broadens and deepens, science teachers need to expand their Technological Pedagogical Content Knowledge (TPACK), which determines how well they use technology to help students learn science. The book details our efforts to prepare science teachers to teach with the help of technology, examining various aspects of teacher education, professional development and teaching material preparation. It consists of three parts, which focus on: how TPACK is conceptually constructed within the field of science education, how teacher evaluation and teaching materials are developed and utilized based on the transformative model and how science teachers are prepared and supported with electronic resources based on the integrative model. The book offers a valuable resource for all those working in science education, as well as those readers who are interested in teacher education. Science teachers will come to know how simulations and animations can pedagogically support student learning. Practices for teachers’ TPACK development such as learning-by-design, evaluation and measurement and teacher communities are also addressed, applied and discussed in the case of science teachers. The individual chapters will provide teacher educators and researchers from all disciplines with new insights into preparing teachers for the Digital Era. |
| how to make a module in science: Global Soil Security: Towards More Science-Society Interfaces Anne Richer de Forges, Florence Carré, Alex B. McBratney, Johan Bouma, Dominique Arrouays, 2018-09-21 Global Soil Security: Towards More Science-Society Interfaces contains contributions presented at the 2nd Global Soil Security conference, held 5-6 December 2016 in Paris. These chapters focus on how to achieve soil security. This involves scientific, economic, industrial and political engagement to inform soil-users, policy makers and citizens with the objective of implementing appropriate actions. The contributions to this book address the five dimensions of soil security, namely: capability, condition, capital, connectivity and codification. |
| how to make a module in science: BSCS Science T.R.A.C.S.: Investigating life cycles , 1999 Four modules explore topics in physical science, earth and space science, life science, and science and technology with hands-on activities designed to engage students in the processes of scientific inquiry and technological design. Modules within a developmental level may be taught in any sequence. |
| how to make a module in science: Psychology, Seventh Edition, in Modules David G. Myers, 2004-06 |
| how to make a module in science: BSCS Science TRACS How -To Handbook , 1999 Practical suggestions for using the BSCS science T. RA. C.S. program. |
| how to make a module in science: EdPsych Modules Cheryl Cisero Durwin, Marla Reese-Weber, 2024-12-12 EdPsych Modules by Cheryl Cisero Durwin and Marla Reese-Weber uses an innovative modular approach, integrating case studies drawn from real-life classroom situations to address the challenge of effectively connecting theory and research to practice. The text features succinct, stand-alone modules organized into themed units, offering the flexibility to tailor content to the specific needs of a course. Each unit opens with case studies written for early childhood, elementary, middle, and secondary classrooms, showing students the dynamics influencing the future students they plan to teach. All 25 modules highlight diversity, emphasizing how psychological factors adapt and change based on external influences such as sex, gender, race, language, disability status, and socioeconomic background. The Fifth Edition includes over seven hundred new references across all 25 modules, with thorough coverage of the latest developments in education, such as artificial intelligence, virtual reality, the latest neuroscience research, and updated coverage of disabilities. |
| how to make a module in science: Psychology, Seventh Edition, in Modules (spiral) David G. Myers, 2003-09-22 This breakthrough iteration of David Myers' best-selling text breaks down the introductory psychology course into 55 brief modules. |
| how to make a module in science: How to Manage your Science and Technology Degree Lucinda Becker, David Price, 2017-03-14 How to Manage Your Science and Technology Degree is a ground-breaking book, offering a no-nonsense approach to all areas of undergraduate life, including maximizing learning opportunities, handling mathematics and coping with laboratory work. How to succeed in mastering time and finances is covered, as are examination techniques. It also discusses the wider aspects of university life and helps students to grasp each opportunity available to them. The book concludes with a chapter on how to break into your chosen career. |
| how to make a module in science: BSCS Science TRACS G2 Designing Sound Systems, TE , 1999 Four modules explore topics in physical science, earth and space science, life science, and science and technology with hands-on activities designed to engage students in the processes of scientific inquiry and technological design. Modules within a developmental level may be taught in any sequence. |
| how to make a module in science: Exploring Psychology, Eighth Edition, In Modules David G. Myers, 2010-07-08 Exploring Psychology, Eighth Edition in Modules is the modular version of the #1 bestselling brief introduction to psychology: David Myers’s Exploring Psychology. All the Myers hallmarks are here–the captivating writing, coverage based on the latest research, helpful pedagogical support—in a format that delivers the utmost in student accessibility and teaching flexibility. |
| how to make a module in science: Introductory Psychology in Modules Brett Pelham, David Boninger, 2020-11-09 Introductory Psychology in Modules: Understanding Our Heads, Hearts, and Hands is a unique and comprehensive introduction to psychology. It consists of 36 short modules that keep students engaged with humor, a narrative style, and hands-on activities that facilitate interactive learning and critical thinking. Each stand-alone module focuses on a major topic in psychology, from the brain, sensation, memory, and cognition to human development, personality, social psychology, and clinical psychology. The modular format also allows a deep dive into important topics that have less coverage in other introductory psychology textbooks. This includes cross-cultural psychology, stereotypes and discrimination, evolutionary psychology, sex and gender, climate change, health psychology, and sport psychology. This truly modular format – ideal for both face to face and virtual learning – makes it easy for instructors to customize their readings and assign exactly what they wish to emphasize. The book also contains an abundance of pedagogical features, including numerous hands-on activities and/or group discussion activities, multiple-choice practice quizzes, and an instructor exam bank written by the authors. By covering both classic and contemporary topics, this book will delight students and instructors alike. The modular format also makes this a useful supplementary text for classes in nursing, medicine, social work, policing, and sociology. |
| how to make a module in science: Psychological Science Catherine A. Sanderson, Karen R. Huffman, 2023-04-11 Psychological Science: The Curious Mind, by award-winning authors and professors Catherine A. Sanderson and Karen Huffman, introduces 21st-century, digital-native students to the fascinating field of psychology. This new program emphasizes the importance of developing scientific literacy and an understanding of research and research methods. The program uses an inviting why-focused framework that taps into students' natural curiosity, incorporating active learning and real-life application to engage students. Psychological Science: The Curious Mind embraces the guidelines released by the American Psychological Association (APA)'s Introductory Psychology Initiative (IPI) in 2021. It provides an excellent framework for instructors who want to implement those guidelines in their Introductory Psychology courses, and it provides students with the content and motivation to achieve the course's ultimate outcome: an enduring, foundational understanding of psychological science. |
| how to make a module in science: Living Things for Grades 3-5 Jennifer E. Lawson, 2021-09-13 Living Things for Grades 3–5 from Hands-On Science for British Columbia: An Inquiry Approach completely aligns with BC’s New Curriculum for science. Grounded in the Know-Do-Understand model, First Peoples knowledge and perspectives, and student-driven scientific inquiry, this custom-written resource: emphasizes Core Competencies, so students engage in deeper and lifelong learning develops Curricular Competencies as students explore science through hands-on activities fosters a deep understanding of the Big Ideas in science Using proven Hands-On features, Living Things for Grades 3–5 contains information and materials for both teachers and students including: Curricular Competencies correlation charts; background information on the science topics; complete, easy-to-follow lesson plans; digital reproducible student materials; and materials lists. Innovative new elements have been developed specifically for the new curriculum: a multi-age approach a five-part instructional process—Engage, Explore, Expand, Embed, Enhance an emphasis on technology, sustainability, and personalized learning a fully developed assessment plan for summative, formative, and student self-assessment a focus on real-life Applied Design, Skills, and Technologies learning centres that focus on multiple intelligences and universal design for learning (UDL) place-based learning activities, Makerspaces, and Loose Parts In Living Things for Grades 3–5 students investigate plants and animals. Core Competencies and Curricular Competencies will be addressed while students explore the following Big Ideas: Plants and animals have observable features. Living things have features and behaviours that help them survive in their environment. Living things have life cycles adapted to their environment. |
| how to make a module in science: Internationalizing Rural Science Teacher Preparation Gayle A. Buck, Vesna Dimitrieska, Valarie L. Akerson, 2023-11-23 This edited volume discusses the need to increase quantity and enhance quality of science education focused on preparing rural students to thrive in an interconnected, interdependent, and complex world. It acknowledges that globally integrated education incorporates local knowledge and culture with global trends. Additionally it highlights globally competent science teaching is not included in most preparation programs, and teachers enter schools unprepared to address students’ needs. Rural schools lack opportunities to keep up with reform efforts and may have limited experiences with diversity, particularly at the global level. These chapters describe globalization in authors’ respective academic institutions by sharing global competence action research projects for preservice teachers. The studies presented were conducted in elementary and secondary science methods, and science content courses. The book’s research is unique as the contributors have carried out action research in science teacher preparation programs and participated in peer discussions that helped them fill gaps in global science teaching while advancing the field of teacher preparation programs. |
| how to make a module in science: Python Scripting for Computational Science Hans Petter Langtangen, 2009-01-09 With a primary focus on examples and applications of relevance to computational scientists, this brilliantly useful book shows computational scientists how to develop tailored, flexible, and human-efficient working environments built from small scripts written in the easy-to-learn, high-level Python language. All the tools and examples in this book are open source codes. This third edition features lots of new material. It is also released after a comprehensive reorganization of the text. The author has inserted improved examples and tools and updated information, as well as correcting any errors that crept in to the first imprint. |
| how to make a module in science: OCaml Scientific Computing Liang Wang, Jianxin Zhao, Richard Mortier, 2022-05-26 This book is about the harmonious synthesis of functional programming and numerical computation. It shows how the expressiveness of OCaml allows for fast and safe development of data science applications. Step by step, the authors build up to use cases drawn from many areas of Data Science, Machine Learning, and AI, and then delve into how to deploy at scale, using parallel, distributed, and accelerated frameworks to gain all the advantages of cloud computing environments. To this end, the book is divided into three parts, each focusing on a different area. Part I begins by introducing how basic numerical techniques are performed in OCaml, including classical mathematical topics (interpolation and quadrature), statistics, and linear algebra. It moves on from using only scalar values to multi-dimensional arrays, introducing the tensor and Ndarray, core data types in any numerical computing system. It concludes with two more classical numerical computing topics, the solution of Ordinary Differential Equations (ODEs) and Signal Processing, as well as introducing the visualization module we use throughout this book. Part II is dedicated to advanced optimization techniques that are core to most current popular data science fields. We do not focus only on applications but also on the basic building blocks, starting with Algorithmic Differentiation, the most crucial building block that in turn enables Deep Neural Networks. We follow this with chapters on Optimization and Regression, also used in building Deep Neural Networks. We then introduce Deep Neural Networks as well as topic modelling in Natural Language Processing (NLP), two advanced and currently very active fields in both industry and academia. Part III collects a range of case studies demonstrating how you can build a complete numerical application quickly from scratch using Owl. The cases presented include computer vision and recommender systems. This book aims at anyone with a basic knowledge of functional programming and a desire to explore the world of scientific computing, whether to generally explore the field in the round, to build applications for particular topics, or to deep-dive into how numerical systems are constructed. It does not assume strict ordering in reading – readers can simply jump to the topic that interests them most. |
| how to make a module in science: Research as Transformative Learning for Sustainable Futures , 2019-03-27 In a rapidly globalizing world, the pressing challenge for science and mathematics educators is to develop their transdisciplinary capabilities for countering the neo-colonial hegemony of the Western modern worldview that has been embedded historically, like a Trojan Horse, in the international education export industry. Research as Transformative Learning for Sustainable Futures introduces the world to next-generation multi-worldview research that empowers prospective educational leaders with a vision and voice for designing 21st century educational policies and practices that foster sustainable development of the diverse cultural capital of their multicultural societies. At the heart of this research are the principles of equity, inclusiveness and social justice. The book starts with accounts of the editors' extensive experience of engaging culturally diverse educators in postgraduate research as transformative learning. A unique aspect of their work is combining Eastern and Western wisdom traditions. In turn, the chapter authors – teacher educators from universities across Asia, Southern Africa, the Middle East, and the Pacific – share their experience of research that transformed their philosophies of professional practice. They illustrate the following aspects of their engagement in research as transformative learning for sustainable futures: excavating auto|ethnographically their lifeworld experiences of learning and teaching; developing empowering scholarly perspectives for analysing critically and reflexively the complex cultural framings of their professional practices; re-visioning their cultural and professional identities; articulating transformative philosophies of professional practice; and enacting transformative agency on return to their educational institutions. Contributors are: Naif Mastoor Alsulami, Shashidhar Belbase, Nalini Chitanand, Alberto Felisberto Cupane, Suresh Gautam, Bal Chandra Luitel, Neni Mariana, Milton Norman Medina, Doris Pilirani Mtemang'ombe, Emilia Afonso Nhalevilo, Hisashi Otsuji, Binod Prasad Pant, Sadruddin Bahadur Qutoshi, Yuli Rahmawati, Indra Mani Rai (Yamphu), Siti Shamsiah Sani, Indra Mani Shrestha, Mangaratua M. Simanjorang, and Peter Charles Taylor. |
| how to make a module in science: Forging the Future of Space Science National Research Council, Division on Engineering and Physical Sciences, Aeronautics and Space Engineering Board, Space Studies Board, 2010-03-08 From September 2007 to June 2008 the Space Studies Board conducted an international public seminar series, with each monthly talk highlighting a different topic in space and Earth science. The principal lectures from the series are compiled in Forging the Future of Space Science. The topics of these events covered the full spectrum of space and Earth science research, from global climate change, to the cosmic origins of life, to the exploration of the Moon and Mars, to the scientific research required to support human spaceflight. The prevailing messages throughout the seminar series as demonstrated by the lectures in this book are how much we have accomplished over the past 50 years, how profound are our discoveries, how much contributions from the space program affect our daily lives, and yet how much remains to be done. The age of discovery in space and Earth science is just beginning. Opportunities abound that will forever alter our destiny. |
| how to make a module in science: BSCS Science T.R.A.C.S.: Investigating electrical systems , 1999 Four modules explore topics in physical science, earth and space science, life science, and science and technology with hands-on activities designed to engage students in the processes of scientific inquiry and technological design. Modules within a developmental level may be taught in any sequence. |
| how to make a module in science: Innovations in Remote and Online Education by Hydrologic Scientists Bridget Mulvey, Adam Scott Ward, Anne J. Jefferson, Jerad Bales, 2022-12-02 |
| how to make a module in science: Aspects of Teaching Secondary Science Sandra Amos, Richard Boohan, 2003-09-02 A key new textbook which is part of a new series co-published with The Open University Written to be used in conjunction with its counterpart in the Teaching in the Secondary School series. Between them they address both the theoretical and practical issues in science teaching Examples of good practice are underpinned by reference to research and other literature |
| how to make a module in science: Psychology In Modules (Spiral) David G. Myers, 2009-09-28 Why Myers? David Myers has become the world’s best-selling introductory psychology author by serving the needs of instructors and students so well. Each Myers textbook offers an impeccable combination of up-to-date research, well-crafted pedagogy, and effective media and supplements. Most of all, each Myers text demonstrates why this author’s style works so well for students, with his signature compassionate, companionable voice, and superb judgment about how to communicate the science of psychology and its human impact. Why Modules? This modules-based version of Myers’ best-selling, full-length text, Psychology (breaking down that book’s 16 chapters into 59 short modules) is yet another example of the author’s ability to understand what works in the classroom. It comes from Myers’ experiences with students who strongly prefer textbooks divided into briefer segments instead of lengthier chapters, and with instructors who appreciate the flexibility offered by the modular format. Modular organization presents material in smaller segments. Students can easily read any module in a single sitting. Self-standing modules. Instructors can assign modules in their own preferred order. The modules make no assumptions about what students have previously read. Illustrations and key terms are repeated as needed. This modular organization of short, stand-alone text units enhances teacher flexibility. Instead of assigning the entire Sensation and Perception chapter, instructors can assign the module on vision, the module on hearing, and/or the module on the other senses in whatever order they choose. Watch our new videos from David Myers here, including our animation on THE TESTING EFFECT narrated by David Myers. |
| how to make a module in science: Psychology, Sixth Edition in Modules David G. Myers, 2001-07 The hardcover, spiralbound edition of Myers's new modular version of Psychology, 6/e. |
| how to make a module in science: Science for the Elementary and Middle School Edward Victor, Richard Dean Kellough, 2000 Text is appropriate for Elementary or Middle School Science Methods. This highly successful science methods text provides current sources of pedagogy, subject-matter content, and exploratory activities in science that are essential for a complete science course. The content correlates to the NSES (standards), examines the most effective teaching methods, and explores how science instruction can help children improve their knowledge and information processing skills. The experienced authors share the best of practice, the most useful research findings, and their richest experiences. Appropriate for education courses, the text is designed to instruct future educators in the fundamentals of teaching science at the elementary and middle school levels.* Presents strategies that integrate learning-Provides illustrations of how they may be used. * Increases the emphasis on how students can access science information and make sense of it through the use of visual and technological tools. * More than 750 activities and experiments for the elementary school curriculum-Includes exploratory activities that teachers can use immediately. * These useful activities ensure that students take a han |
| how to make a module in science: Exploring Psychology in Modules with DSM5 Updates David G. Myers, 2014-02-12 This modules-based version of Myers’ Exploring Psychology breaks down the book’s 15 chapters into 43 short modules. Myers was inspired to create this text by the memory research in “chunking” (showing that shorter reading assignments are more effectively absorbed than longer ones), as well as by numerous students and instructors who expressed a strong preference for textbooks with more, shorter chapters. Each self-standing module can be read in a single sitting, and instructors can assign any combination of modules, in any order they want. DSM 5 Updates Available for Fall 2014 classes, this update version features new content from David Myers in response to the release of the DSM-5. This new content is integrated into the text without changing pagination or the structure of the chapters. A special DSM 5 Supplement by the David Myers is available for Fall 2013 and Spring and Summer 2014 courses. |
| how to make a module in science: Science and Industry , 1897 |
| how to make a module in science: The Go-To Guide for Engineering Curricula, Grades 6-8 Cary I. Sneider, 2014-11-25 How to engineer change in your middle school science classroom With the Next Generation Science Standards, your students won’t just be scientists—they’ll be engineers. But you don’t need to reinvent the wheel. Seamlessly weave engineering and technology concepts into your middle school math and science lessons with this collection of time-tested engineering curricula for science classroom materials. Features include: A handy table that leads you to the chapters you need In-depth commentaries and illustrative examples A vivid picture of each curriculum, its learning goals, and how it addresses the NGSS More information on the integration of engineering and technology into middle school science education |
| how to make a module in science: Vaccine Education and Promotion Graça S. Carvalho, Carlos Alberto De Oliveira Magalhães Júnior, 2025-05-13 Vaccination plays a crucial role in controlling and significantly eradicating many diseases. It reduces the burden of illness and saves countless lives worldwide. Vaccination is an essential tool in public health, directly impacting several Sustainable Development Goals (SDGs) as it contributes to better education (SDG 4), healthier populations (SDG 3), lower poverty (SDG 1) and hunger (SDG 2), and cleaner water and sanitation (SDG 6). Misconceptions about vaccines can lead people to distrust vaccination effectiveness or safety. Such misconceptions are often spread through word of mouth, social media, or alternative health communities. Therefore, “vaccine education and promotion” is crucial to inform and encourage people to vaccinate by providing accurate scientific information and implementing vaccination programs, emphasizing their benefits, safety, and importance in preventing infectious diseases. This Research Topic focuses on new developments in “vaccine education and promotion” in several settings, such as schools, workplaces, and communities, as well as through traditional press media and social media. We aim to include studies of public health campaigns, school health activities, production of vaccine educational materials, community outreach, and diverse communication to address concerns or misinformation about vaccines. The goal is to find ways of increasing vaccine rates and promoting public health by ensuring people make informed decisions about their health and the health of their communities. This Research Topic welcomes the submission of manuscripts focused on “vaccine education and promotion” that, among others, can address the following: • Diverse strategies for vaccine education and promotion, including but not limited to several settings (schools, workplaces, communities, etc) and traditional press media and social media; • Gender issues and health inequalities related to vaccination; • Emphasis on the underlying framework/program theory, the planning, the implementation process, and the evaluation of the vaccination promotion initiative; • Vaccine education and promotion initiatives' impact and lessons; • Active ingredients, favorable conditions and specific competencies for successful vaccine-promoting initiatives. |
| how to make a module in science: Exploring Psychology in Modules David G. Myers, C. Nathan DeWall, 2018-10-12 Do you want your students to engage with and retain psychology’s key principles, and to work toward becoming better students and better people in the process? The modular version of the best-selling Exploring Psychology offers creative ways to help make it happen. The new edition of Exploring Psychology in Modules offers outstanding currency on the research, practice, and teaching of psychology. Myers and DeWall inspire students with fascinating findings and applications, effective new study tools and technologies, and a compassionate and compelling storytelling voice. Their presentation is based on the same guiding principles that made David Myers the world’s bestselling introductory psychology author. Facilitate learning by teaching critical thinking and helping students at every step. Present psychology as a science, emphasizing the process of inquiry and putting facts in the service of concepts. Make sure students come away with an appreciation of psychologys big ideas, and with a deeper respect for humanity--what drives us, distinguishes us, unifies us. |
| how to make a module in science: Hearings, Reports and Prints of the House Committee on Science and Astronautics United States. Congress. House. Committee on Science and Astronautics, 1974 |
| how to make a module in science: Micro-Community-Based Participatory Research Health Science Projects, to Problem-solve and Build Leadership skills in Children at risk of ACES in extreme Urban Poverty Robert A. Branch MD FRCP, Michelle L. Steimer , LLC, NCC LPC, 2024-01-02 The Orenda approach: We describe the foundational base and health and education process to interface science and health learning for vulnerable adolescents, who live in extreme urban poverty in the US, 'the forgotten children', to manage emotional and social barriers at this critical stage of their lives. These children live in neighborhoods concentrated with dysfunctional families many with Adverse Childhood Experiences (ACEs). They are at risk for complications of personal and environmental factors while still adolescents. They lack the opportunity to build resilience and leadership to overcome these challenges. We integrate experiential learning approaches between contemporary physician health and K-12 science learning pedagogy to emphasize the value of science to a community. Our experiences are presented of challenges faced and barriers overcome over 4-years in over 100 adolescents in different extreme neighborhoods of poverty in the rust belt city of Pittsburgh. Mission: 1. To experience the social skills in an ethical framework for critical thinking and leadership by conducting successful community research in forgotten children. 2. To improve the local culture of health care to reduce health disparities in underserved neighborhoods. The Orenda Approach, An Iroquois adjective, denotes the goal of developing leadership in adolescents. The approach is by organizing health sciences clubs for at-risk adolescents as an after-school activity with trained mentors. Small teams select and identify locally relevant health disparities micro-Community-Based Participatory Research (mCBPR) projects. Using the 5 steps of mCBPR scientific process. with a mantra of 'learn, decide and do' at each step, they conduct a wide range of practices to extend skills promoted by STEM disciplines by adding arts and science as STREAM learning, The mCBPR projects are used to draw inferences and present recommendations to reduce barriers posed by the local community. Fitted into an academic school year in weekly OST club meetings with an end-of-academic-year, the results are shared in a local community health fair. Long term objectives: We offer a model for a city-wide network of clubs, targeted to the most underserved neighborhoods, as an approach to improve city-wide health equity. If sustained. This could contribute multiple topics for a cumulative increased awareness to enhance the local culture of health. Without help, these forgotten children are destined to the local cycle of failure; a societal lost opportunity. With help, each year a cohort of students would be trained in problem-solving as an increased societal opportunity as community leaders for the future. |
make, makefile, cmake, qmake 都是什么? 以及有何区别? - 知乎
由此可见，Makefile和make可适用于任意工作，不限于编程。比如，可以用来管理latex。 3. Makefile+make可理解为类unix环境下的项目管理工具，但它太基础了，抽象程度不高，而且 …
make sb do 、make sb to do 、make sb doing三者有什么本质上 …
Jul 2, 2018 · make sb do sth. 这个"do sth"是“不带to的不定式”。也就是说：make sb do sth=make sb to do sth. 但英语中只说：make sb do sth. 二，make sb do sth的意思是“让某人做某事”，常 …
捋一捋gcc/g++/MingW/MSVC与make/CMake的关系 - 知乎
我知道MSVC是Windows上的，MINGW可以跨平台。MSVC、MINGW和gcc、g++有什么关系呢？我浅显的认为他们都可…
知乎 - 有问题，就会有答案
知乎，中文互联网高质量的问答社区和创作者聚集的原创内容平台，于 2011 年 1 月正式上线，以「让人们更好的分享知识、经验和见解，找到自己的解答」为品牌使命。知乎凭借认真、专业 …
Endnote如何导入新的output style（参考文献格式）模板？ - 知乎
Jan 24, 2018 · 已有一个新的参考文献模板，如何将其导入到Endnote中使用？
elsevier出版社旗下的期刊，前两周状态是with Editor，之后就变成 …
知乎，中文互联网高质量的问答社区和创作者聚集的原创内容平台，于 2011 年 1 月正式上线，以「让人们更好的分享知识、经验和见解，找到自己的解答」为品牌使命。知乎凭借认真、专业 …
十个工业设计师常用的3D建模软件 - 知乎
Feb 24, 2021 · 它分为三个版本：一个是免费的SketchUp，SketchUp Make 版本和付费的SketchUp Pro。 SketchUp软體需要用户渲染表面，而且还支持第三方插件程序。 此外，他还 …
聊聊M1/M2/M3/M4芯片的性能，苹果电脑MacBook Air/Pro、Mac …
May 13, 2025 · 今天花点时间，和大家一起全方位聊聊Apple Silicon M系列芯片这三年的发展，以M1、M2、M3、M4为主线，看看这几年苹果都做了啥，以及M系列芯片的高度究竟如何。
怎么区分SCI小修或者大修? - 知乎
知乎，中文互联网高质量的问答社区和创作者聚集的原创内容平台，于 2011 年 1 月正式上线，以「让人们更好的分享知识、经验和见解，找到自己的解答」为品牌使命。知乎凭借认真、专业 …
投稿两天直接Decision in Process，好事还是坏事？ - 知乎
applied mathematics and computation4.19投稿4.21就变成了decision in process，这是好事还是坏事？
make, makefile, cmake, qmake 都是什么? 以及有何区别? - 知乎
由此可见，Makefile和make可适用于任意工作，不限于编程。比如，可以用来管理latex。 3. Makefile+make可理解为类unix环境下的项目管理工具，但它太基础了，抽象程度不高，而且 …
make sb do 、make sb to do 、make sb doing三者有什么本质上 …
Jul 2, 2018 · make sb do sth. 这个"do sth"是“不带to的不定式”。也就是说：make sb do sth=make sb to do sth. 但英语中只说：make sb do sth. 二，make sb do sth的意思是“让某人做某事”，常 …
捋一捋gcc/g++/MingW/MSVC与make/CMake的关系 - 知乎
我知道MSVC是Windows上的，MINGW可以跨平台。MSVC、MINGW和gcc、g++有什么关系呢？我浅显的认为他们都可…
知乎 - 有问题，就会有答案
知乎，中文互联网高质量的问答社区和创作者聚集的原创内容平台，于 2011 年 1 月正式上线，以「让人们更好的分享知识、经验和见解，找到自己的解答」为品牌使命。知乎凭借认真、专业 …
Endnote如何导入新的output style（参考文献格式）模板？ - 知乎
Jan 24, 2018 · 已有一个新的参考文献模板，如何将其导入到Endnote中使用？
elsevier出版社旗下的期刊，前两周状态是with Editor，之后就变成 …
知乎，中文互联网高质量的问答社区和创作者聚集的原创内容平台，于 2011 年 1 月正式上线，以「让人们更好的分享知识、经验和见解，找到自己的解答」为品牌使命。知乎凭借认真、专业 …
十个工业设计师常用的3D建模软件 - 知乎
Feb 24, 2021 · 它分为三个版本：一个是免费的SketchUp，SketchUp Make 版本和付费的SketchUp Pro。 SketchUp软體需要用户渲染表面，而且还支持第三方插件程序。 此外，他还 …
聊聊M1/M2/M3/M4芯片的性能，苹果电脑MacBook Air/Pro、Mac …
May 13, 2025 · 今天花点时间，和大家一起全方位聊聊Apple Silicon M系列芯片这三年的发展，以M1、M2、M3、M4为主线，看看这几年苹果都做了啥，以及M系列芯片的高度究竟如何。
怎么区分SCI小修或者大修? - 知乎
知乎，中文互联网高质量的问答社区和创作者聚集的原创内容平台，于 2011 年 1 月正式上线，以「让人们更好的分享知识、经验和见解，找到自己的解答」为品牌使命。知乎凭借认真、专业 …
投稿两天直接Decision in Process，好事还是坏事？ - 知乎
applied mathematics and computation4.19投稿4.21就变成了decision in process，这是好事还是坏事？
