This series examines research, theory and practice in the context of university education, professional practice, work and society. The series explores places where two or more of these arenas come together. Themes that are explored in the series include: university education of professions, society expectations of professional practice, professional practice workplaces and strategies for investigating each of these areas.
Conceptual Structures for STEM Research and Education
This book constitutes the proceedings of the 20th International Conference on Conceptual Structures, ICCS 2013, held in Mumbai, India, in January 2013.
The theme for this year’s conference was “Knowledge Representation for STEM Research and Education.” Science, technology, engineering, and mathematics (STEM) have, in recent decades, emerged as a lively new research areas.
Bringing together a wide collection of ideas, reviews, analyses and new research on particulate and structural concepts of matter, Concepts of Matter in Science Education informs practice from pre-school through graduate school learning and teaching and aims to inspire progress in science education. The expert contributors offer a range of reviews and critical analyses of related literature and in-depth analysis of specific issues, as well as new research.
Achieving Quality Education for All: Perspectives from the Asia-Pacific Region and Beyond
Due to the development of the international Education for All and Education for Sustainable Development movements, for which UNESCO is the lead agency, there has been an increasing emphasis on the power of education and schooling to help build more just and equitable societies. Thus giving everyone the opportunity to develop their talents to the full, regardless of characteristics such as gender, socio-economic status, ethnicity, religious persuasion, or regional location. As enshrined in the United Nations Declaration on Human Rights over five decades ago, everyone has the right to receive a high quality and relevant education.
3D technology is not new; research on 3D started back in early 1960s. But unlike in previous times, 3D technology has now rapidly entered our daily life from cinema to office to home. Using 3D for education is a new yet challenging task. This book will present several innovative efforts using 3D for immersive and interactive learning covering a wide spectrum of education including gifted program, normal (technical) stream, and special needs education. The book will also share experience on curriculum-based 3D learning in classroom setting and co-curriculum-based 3D student research projects.
