Anschaffungsvorschläge für Tan, Aik-Ling

Through examining the theoretical ideas of disciplinarity and disciplinary practices, the book presents instructional aspects for teachers to explore when engaged with integrated STEM inquiry.Are you interested to understand the difference between science inquiry and STEM inquiry? Do you want to introduce integrated STEM problem solving to your students but need help with the key features of STEM inquiry? This book presents in-depth discussions related to the features and affordances of integrated STEM inquiry. Written for K-12 teachers and teacher educators, this book conceptualises STEM inquiry and integrated STEM and their enactment, using three practical STEM instructional frameworks: problem-centric, solution/design-centric, and user-centric STEM. The three STEM instructional frameworks serve as a key anchor for teachers to interpret and apply when planning various STEM lessons in meaningful, practical, and coherent ways.Whether you are an aspiring K-12 STEM teacher or an in-service teacher teaching K-12 students, the ideas of integrated STEM inquiry presented in this book challenge educators to think about the principles of integrated STEM inquiry and how they can be incorporated into classroom practice and lessons.

The road to becoming an integrated STEM teacher is a journey. This STEM education journal aims to be a companion, or a guiding 'voice' on your journey from being to becoming a competent STEM teacher.The journal can be used in two ways, as a personal learning journey and as a companion for professional learning communities. Anchored by 10 essential characteristics of STEM inquiry, the book features six integrated STEM activities, each with a vignette based on enacted lessons. Accompanied by probe activities, images of integrated STEM inquiry in the classroom, instructional models, suggested instructional strategies, and reflection questions, this book is designed to help you step into your journey of becoming an integrated STEM teacher.

Tang Soo Tao: The Living Buddha in Martial Virtue is a thorough, comprehensive and integrated guide to Martial Arts; the student syllabus, technique, training and belt grading of the Tang Soo Tao style; and the autobiography of Master Robert Caputo. Before starting his Martial Arts school in Darwin, Australia in 1974, Master Caputo did extensive training in Tang Soo Do, Goju and Aikido, Nei Gong, Kick Boxing and Penak Silat; as well as mastering acupuncture and oriental medicine. After meeting Venerable Zasep Tulku Rinpoche in 1976, he subsequently travelled to India to study Tibetan Buddhism. There he met with HH Dalai Lama and was tutored by HH Ling Rinpoche and HH Trijang Rinpoche, tutors to the HH Dalai Lama. The Living Buddha in Martial Virtue is his account of his quest to rediscover the link between physical Martial Arts and spiritualism in the way that was conceived by warrior Buddhist monk, Bodhidharma, some 1500 years earlier. Sadly, Master Caputo died in a car accident in 1985 but his legacy is a thriving network of Martial Art schools administered by the Tang Soo Tao Federation of Australia. The release of the 50th Anniversary edition of his book honours his lasting legacy. Tang Soo Tao; martial art; martial arts; self defence; black belt; gradings; ying yang; Buddhist meditation; Chinese meditation; Zen Buddhism; running a training hall; attitudes; motivation; moral training; basic movements; hand movements; stances; defence positions; practical applications of defence skills; personal development

Asia is the largest continent in the world. Five out of the top ten high performing economies in the Programme for International Student Assessment (PISA) 2018 are located in Asia. Why do Asian students perform so well in STEM-related subjects? This book answers this by examining the STEM education policies and initiatives in Asian economies, as well as the training programmes undertaken by STEM teachers in Asia.The book is broken into four sections, each accompanied by a passage of commentary that summarizes the key takeaways of the chapters. Section one focuses on STEM policy environments and how various countries have developed policies that promote STEM as an integral part of national economic development. Section two focuses on STEM teacher education in the Philippines and Thailand, while section three focuses on STEM curriculum design, context, and challenges in four Asian economies. The fourth and final section focuses on presenting snapshots of STEM education research efforts in Malaysia, South Korea, and Singapore.Written by Asian academics, this book will provide valuable insights to policy makers, educators, and researchers interested in the topic of STEM education, especially in the Asian context.Chapters 7 and 11 of this book are freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at http://www.taylorfrancis.com

This book reflects on science education in the first 20 years of the 21st century in order to promote academic dialogue on science education from various standpoints, and highlights emergent new issues, such as education in science education research. It also defines new research agendas that should be "moved forward" and inform new trajectories through the rest of the century. Featuring 21 thematically grouped chapters, it includes award-winning papers and other significant papers that address the theme of the 2018 International Science Education Conference.

This book offers an insight into the research and practices of science teaching and learning in the Singapore classroom, with particular attention paid to how they map on to science as inquiry. It provides a spectrum of Singapore's science educational practices through all levels of its education system, detailing both successes and shortcomings. The book features a collection of research and discourse by science educators in Singapore, organized around four themes that are essential components of approaching science as inquiry: teachers' ideas and their practices, opportunities and constraints from a systemic level, students' competencies and readiness to learn through inquiry and the need for greater awareness of the role of informal learning avenues in science education. In addition, the discourse within each theme is enriched by commentary from a leading international academic, which helps to consolidate ideas as well as position the issues within a wider theoretical and international context. Overall, the papers set out important contexts for readers to understand the current state of science education in Singapore. They also highlight strengths and gaps in practices of science as inquiry as well as provide suggestions about how the system can be improved. These research findings are therefore helpful as they provide honest and evidence-based feedback as well as tangible and doable ideas that policy makers, teachers, students and school administrators can adopt, adapt and enhance.

Lewis Carroll es nam do kalam. Autor-ney reale nam es Charles Lutwidge Dodgson. Ta bin matematika-lektier in talimguan Christ Church, Oxford. Fama-ney rakonta es begin-ney pa dey 4 mes 7 yar 1862, wen ta fai rema-bota-ney safara pa riva Tems in Oxford pa hunta kun kirkayuan Robinson Duckworth e tri yunge gela: Alice Liddell (do shi-yar-ney yash) to docha de sobreyuan de Christ Church, e elay dwa sista, Lorina (do shi-tri yar) e Edith (ot yar). Kom fa-klare fon poema pa beginsa de kitaba, sey tri gela pregi Dodgson om rakonta, e ta, un-nem sin yao, begin rakonti a li den un-ney version de historia. Ye mucho haf-ahfen ansha a li pet wan tra ol texta de kitaba. Kitaba chu pa fin in yar 1865. Sey edita prisenti un-ney tradukta de "Alisa" inu Lingwa de Planeta (o lidepla, kom nu shwo kurtem). Anastasia Lysenko tradukti-te texta, e Dmitry Ivanov tradukti-te maiste versa. Lidepla es un fon shao Internasion-ney Helpike Lingwa (IHL) kel-malgree swa-ney yungitaa (es begin-ney in 2006)-yo hev sertene, obwol ga limiten, sosiale realisa. Se signifi ke pluri jen in farke landas de munda yusi hi it kom komunikitul, maistem pa internet. Shefe idea to preponsa de lidepla es ke optimale jengun-ney IHL gai basi on 10-12 zuy muhim lingwa de nuy planeta-toy-las kel-ney influsa bu sal fadi in futur, tanto ke oni mog previdi al nau. Al konstrukti lingwa segun tal idea, un fon resultas es ke gaurawe parta de lexika gei importi fon bu-Europa-ney lingwas, lo kel mah lidepla aika originale. --- Lewis Carroll is a pen-name: Charles Lutwidge Dodgson was the author's real name and he was lecturer in Mathematics in Christ Church, Oxford. Dodgson began the story on 4 July 1862, when he took a journey in a rowing boat on the river Thames in Oxford together with the Reverend Robinson Duckworth, with Alice Liddell (ten years of age) the daughter of the Dean of Christ Church, and with her two sisters, Lorina (thirteen years of age), and Edith (eight years of age). As is clear from the poem at the beginning of the book, the three girls asked Dodgson for a story and reluctantly at first he began to tell the first version of the story to them. There are many half-hidden references made to the five of them throughout the text of the book itself, which was published finally in 1865. This edition presents the first translation of "Alice" into Lingwa de Planeta (or Lidepla for short). Anastasia Lysenko translated the text, and Dmitry Ivanov translated most of the verse. Lidepla is one of few International Auxiliary Language (IAL) projects which-despite its youth (it was begun in 2006)-has a certain, though limited, social realization. This means that some people around the world do use it for communication, chiefly on the Internet. The main premise behind Lidepla is that an optimally constructed IAL should be based on the 10 to 12 major languages of the planet-those which, as far as can be foreseen, will not find their influence waning in the future. Basing the language on these parameters results in, among other things, a good share of imported non-European vocabulary, which imparts to Lidepla a certain feel of its own.