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      • Science: general issues

        Science of Illusion

        by Mohamed Yahia

        How were people forced to believe in the rotation of planets around the Sun? What if Newton's theory was a mathematical miracle and a physical disaster? Do you know anything about relativity and the texture of spacetime? How did the battle between relativity and quantum take place, and how did attempts to reconcile them take place? Do you consider INTERSTELLAR a pure fantasy? Do you see in the series DARK unreasonable oddities? What if these dramas were based on some theories of modern physics?! This book tells you the story of science from birth, the attempts to depart science from imaginary myths and superstitions in explaining phenomena and the mechanism of action of the universe, and how it ended up authorizing to nature facts stranger than the imagination from which it was fleeing! Time may stop, the past, the present and the future are all present, your outlook is what creates reality around you, gravity may be a means of communication between us and aliens, and you and I may be just a three-dimensional projection of a caricature story with only two dimensions! This is the tale of science, preceded by imagination, preceded by it.

      • Science & Mathematics
        August 2013

        STEM Project-Based Learning

        An Integrated Science, Technology, Engineering, and Mathematics (STEM) Approach

        by Robert M. Capraro, Mary Margaret Capraro, Jim Morgan

        This second edition of Project-Based Learning (PBL) presents an original approach to Science, Technology, Engineering and Mathematics (STEM) centric PBL. We define PBL as an “ill-defined task with a well-defined outcome,” which is consistent with our engineering design philosophy and the accountability highlighted in a standards-basedenvironment.   This model emphasizes a backward design that is initiated by well-defined outcomes, tied to local, state, or national standard that provide teachers with a framework guiding students’ design, solving, or completion of ill-defined tasks. This book was designed for middle and secondary teachers who want to improve engagement and provide contextualized learning for their students.  However, the nature and scope of the content covered in the 14 chapters are appropriate for preservice teachers as well as for advanced graduate method courses.   New to this edition is revised and expanded coverage of STEM PBL, including implementing STEM PBL with English Language Learners and the use of technology in PBL. The book also includes many new teacher-friendly forms, such as advanced organizers, team contracts for STEM PBL, and rubrics for assessing PBL in a larger format.

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