eBook downloads, eBook resources & eBook authors
Inspire Science 2.0 science handbook is an easy-to-use research and reference tool covering all core science topics which teaches students research and cross-referencing skills.
Inspire Science is designed to help you spark students' interest and empower them to ask more questions, think more critically, and maximize their ability to creatively solve problems.--Publisher's website
Inspire Science 2.0 science handbook is an easy-to-use research and reference tool covering all core science topics which teaches students research and cross-referencing skills.
“A rich exploration of sci-fi universes we know and love, merged flawlessly with discussions on leadership, national security . . . diplomacy, and more.” —Diplomatic Courier As a literature of ideas, science fiction has proven to be a powerful metaphor for the world around us, offering a rich tapestry of imagination through which to explore how we lead, how we think, and how we interact. To Boldly Go assembles more than thirty writers from around the world—experts in leadership and strategy, senior policy advisors and analysts, professional educators and innovators, experienced storytellers, and ground-level military leaders—to help us better understand ourselves through the lens of science fiction Each chapter of To Boldly Go draws out the lessons that we can learn from science fiction, drawing on classic examples of the genre in ways that are equally relatable and entertaining. A chapter on the burdens of leadership by Ghost Fleet author August Cole launches readers into the cosmos with Captain Avatar aboard the space battleship Yamato. In another chapter, the climactic Battle of the Mutara Nebula from The Wrath of Khan weighs the advantages of experience over intelligence in the pursuit of strategy. What does inter-species conflict in science fiction tell us about our perspectives on social Darwinism? Whether using Star Trek: Deep Space Nine to explore the nuances of maritime strategy or The Expanse to better understand the threat posed by depleted natural resources, To Boldly Go provides thoughtful essays on relevant subjects that will appeal to business leaders, military professionals, and fans of science fiction alike.
Longlisted for the 2020 Wainwright Prize 'I can't remember the last book I read that I could say with absolute assurance would save lives. But this one will' Chris Packham 'Fabulously direct and truthful, filled with energy but devoid of self-pity . . . I was impressed and enchanted. Highly recommended' Stephen Fry 'Succeeds – triumphantly – in articulating with great honesty what it is like to suffer with a mental illness, and in providing strategies for coping' Mail on Sunday When Joe Harkness suffered a breakdown in 2013, he tried all the things his doctor recommended: medication helped, counselling was enlightening, and mindfulness grounded him. But nothing came close to nature, particularly birds. How had he never noticed such beauty before? Soon, every avian encounter took him one step closer to accepting who he is. The positive change in Joe's wellbeing was so profound that he started a blog to record his experience. Three years later he has become a spokesperson for the benefits of birdwatching, spreading the word everywhere from Radio 4 to Downing Street. In this groundbreaking book filled with practical advice, Joe explains the impact that birdwatching had on his life, and invites the reader to discover these extraordinary effects for themselves.
In this newly revised and expanded 2nd edition of Picture-Perfect Science Lessons, classroom veterans Karen Ansberry and Emily Morgan, who also coach teachers through nationwide workshops, offer time-crunched elementary educators comprehensive background notes to each chapter, new reading strategies, and show how to combine science and reading in a natural way with classroom-tested lessons in physical science, life science, and Earth and space science.
"This timely and innovative book encourages us to ‘flip the classroom’ and empower our students to become content creators. Through creating digital media, they will not only improve their communication skills, but also gain a deeper understanding of core scientific concepts. This book will inspire science academics and science teacher educators to design learning experiences that allow students to take control of their own learning, to generate media that will stimulate them to engage with, learn about, and become effective communicators of science." Professors Susan Jones and Brian F. Yates, Australian Learning and Teaching Council Discipline Scholars for Science "Represents a giant leap forward in our understanding of how digital media can enrich not only the learning of science but also the professional learning of science teachers." Professor Tom Russell, Queen’s University, Ontario, Canada "This excellent edited collection brings together authors at the forefront of promoting media creation in science by children and young people. New media of all kinds are the most culturally significant forms in the lives of learners and the work in this book shows how they can move between home and school and provide new contexts for learning as well as an understanding of key concepts." Dr John Potter, London Knowledge Lab, Dept. of Culture, Communication and Media, University College London, UK Student-generated Digital Media in Science Education supports secondary school teachers, lecturers in universities and teacher educators in improving engagement and understanding in science by helping students unleash their enthusiasm for creating media within the science classroom. Written by pioneers who have been developing their ideas in students’ media making over the last 10 years, it provides a theoretical background, case studies, and a wide range of assignments and assessment tasks designed to address the vital issue of disengagement amongst science learners. It showcases opportunities for learners to use the tools that they already own to design, make and explain science content with five digital media forms that build upon each other— podcasts, digital stories, slowmation, video and blended media. Each chapter provides advice for implementation and evidence of engagement as learners use digital tools to learn science content, develop communication skills, and create science explanations. A student team’s music video animation of the Krebs cycle, a podcast on chemical reactions presented as commentary on a boxing match, a wiki page on an entry in the periodic table of elements, and an animation on vitamin D deficiency among hijab-wearing Muslim women are just some of the imaginative assignments demonstrated. Student-generated Digital Media in Science Education illuminates innovative ways to engage science learners with science content using contemporary digital technologies. It is a must-read text for all educators keen to effectively convey the excitement and wonder of science in the 21st century.
Informal science is a burgeoning field that operates across a broad range of venues and envisages learning outcomes for individuals, schools, families, and society. The evidence base that describes informal science, its promise, and effects is informed by a range of disciplines and perspectives, including field-based research, visitor studies, and psychological and anthropological studies of learning. Learning Science in Informal Environments draws together disparate literatures, synthesizes the state of knowledge, and articulates a common framework for the next generation of research on learning science in informal environments across a life span. Contributors include recognized experts in a range of disciplines-research and evaluation, exhibit designers, program developers, and educators. They also have experience in a range of settings-museums, after-school programs, science and technology centers, media enterprises, aquariums, zoos, state parks, and botanical gardens. Learning Science in Informal Environments is an invaluable guide for program and exhibit designers, evaluators, staff of science-rich informal learning institutions and community-based organizations, scientists interested in educational outreach, federal science agency education staff, and K-12 science educators.
