LEADER 04276nam 22006015 450 001 9910299511403321 005 20220202003334.0 010 $a981-10-5448-7 024 7 $a10.1007/978-981-10-5448-8 035 $a(CKB)3780000000451169 035 $a(MiAaPQ)EBC4946519 035 $a(DE-He213)978-981-10-5448-8 035 $a(EXLCZ)993780000000451169 100 $a20170811h20182018 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aSTEM education in the junior secondary $ethe state of play /$fRobyn Jorgensen, Kevin Larkin, editors 210 1$aSingapore :$cSpringer,$d[2018]. 210 4$a©2018 215 $a1 online resource (vi, 294 pages) 311 0 $a981-10-5447-9 327 $aIntroduction -- What is unique about Junior STEM? -- STEM and Affect in Adolescence: A Cultural-Historical Approach -- Supporting Students? Productive Collaboration and Mathematics Learning in Online Environments -- Representation Construction: A Guided Inquiry Approach for Science Education -- Making STEM Curriculum Useful, Relevant and Motivating for Students -- Innovations in Teacher Preparation for STEM: The value of the theory-practice nexus -- Successful Students-STEM Program: Teacher learning through a multi-faceted vision for STEM education -- The Importance of Diagrams, Graphics and Other Visual Representations in STEM Teaching -- Digital Technologies and Junior Secondary: Learning with and about Digital Technologies -- STEM Education in the Brazilian Context: An Ethnomathematical Perspective -- Enlivening STEM education through school-community partnerships -- Inserting Critical Mathematics into STEM Education. 330 $aThis book brings together a collection of internationally renowned authors in the STEM field to share innovations in the teaching of STEM. It focuses on the junior secondary years of education (students aged 11-15), since this is the age range in which students choose whether or not to formally opt out of STEM education. It is here that the book makes a significant contribution to the field by integrating the STEM area and focusing on the junior years of schooling. While developing this book, the editors drew on two main premises: Firstly, STEM is seen as the integrated study of science, technology, engineering and mathematics in a coherent learning paradigm that is based on real-world applications. Secondly, it is important to integrate digital technologies into STEM education beyond the superficial use of ICTs seen in many schools. The book also addresses the challenges within STEM education ? many of which are long-standing. To this end, it includes chapters o n marginalised and diverse communities, ensuring that a broad range of perspectives on STEM education is included. 606 $aScience education 606 $aMathematics?Study and teaching  606 $aTechnical education 606 $aChild development 606 $aEducational technology 606 $aScience Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O27000 606 $aMathematics Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O25000 606 $aEngineering/Technology Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O43000 606 $aEarly Childhood Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O37000 606 $aTechnology and Digital Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O47000 615 0$aScience education. 615 0$aMathematics?Study and teaching . 615 0$aTechnical education. 615 0$aChild development. 615 0$aEducational technology. 615 14$aScience Education. 615 24$aMathematics Education. 615 24$aEngineering/Technology Education. 615 24$aEarly Childhood Education. 615 24$aTechnology and Digital Education. 676 $a005.437 702 $aJorgensen$b Robyn$f1955- 702 $aLarkin$b Kevin 906 $aBOOK 912 $a9910299511403321 996 $aSTEM Education in the Junior Secondary$92533087 997 $aUNINA LEADER 02219nam 2200529 a 450 001 9910563050403321 005 20231019150938.0 024 7 $a10.3726/b13182 035 $a(CKB)4340000000239178 035 $a(WaSeSS)Ind00077288 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/36151 035 $a(EXLCZ)994340000000239178 100 $a20130928d1995|||| || | 101 0 $ager 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aAleksandr Pus?kins "Mednyj vsadnik" $eDeutungsgeschichte und gehalt /$fIgor Panfilowitsch 210 $aMunich, Germany $cVerlag Otto Sagner$dc1995 215 $a1 online resource (656 p.) 225 1 $aSpecimina Philologiae Slavicae ;$vSupplementband 38 311 $a3-95479-513-2 320 $aIncludes bibliographical references. 330 $aDer "Mednyj vsadnik" wird in der Forschung seit jeher gemeinhin als eines der bedeutendsten Werke Pus?kins bezeichnet, wenn nicht gar als sein reifstes. Zumal die Vollkommenheit seiner formalen Ausgestaltung, zugleich aber auch deren Komplexita?t wird dabei ha?ufig hervorgehoben. Schon dies wu?rde dem Poem legitimerweise die fortgesetzte Aufmerksamkeit der Wissenschaft sichern, und das nicht nur in der Sowjetunion, wo natu?rlicherweise die meisten Arbeiten u?ber das Werk erschienen waren, sondern auch im westlichen Ausland. 410 0$aSpecimina philologiae Slavicae ;$vSupplementband 38. 606 $aLiterature & literary studies$2bicssc 610 $aAleksandr 610 $aArmin Knigge 610 $aAutor-Persönlichkeit 610 $aDarstellungen Peters des Großen in Dichtungen Pu?kins 610 $aDeutungsgeschichte 610 $aGehalt 610 $aMednyj 610 $aPanfilowitsch 610 $aPu?kins 610 $arussische Literatur 610 $aSowjetische Deutungen 610 $avsadnik 615 7$aLiterature & literary studies 700 $aPanfilowitsch$b Igor$f1926-$01222832 801 0$bWaSeSS 801 1$bWaSeSS 906 $aBOOK 912 $a9910563050403321 996 $aAleksandr Pus?kins "Mednyj vsadnik"$92836768 997 $aUNINA