Disney Educational - BN- Bill Nye The Science Guy: Pressure
Keeping students' attention can be a challenging feat, as many parents and educators know. Bill Nye brings out every trick in the book to get kids interested in scientific concepts, and his successful strategies can be seen in each episode of the Bill Nye the Science Guy series. In Bill Nye the Science Guy: Pressure, Nye goes scuba diving to show students the concept of underwater pressure. He also journeys to Hoover Dam and wields a jackhammer to check out more about pressure.
Energy is the topic of the day as Bill Nye, that most energetic of personalities, discusses how many forms of energy work. He shows how light, water, sound, and human muscles have energy, and the manner in which energy can change its forms. The programs are punctuated with snappy graphics, comedy, and kid-oriented music that enlivens even the stodgiest of subjects. It is Nye's goal to get kids excited about science, and his methods are admirable. The series has won six daytime
This collection of fresh analyses aims to map the links between educational theory and research, and the geographical and physical spaces in which teaching is practiced and discussed. The authors combine historical and philosophical perspectives in examining the differing institutional loci of education research, and also assess the potential and the limitations of each. The contributors trace the effects of ‘space’ on educational practice in the classroom, in the broader institutions, and in the academic discipline of education—doing so for a range of international contexts.
As digital devices play a more critical role in daily life than ever, more opportunities arise for innovative learning technologies—a trend on full display in the Educational Media and Technology Yearbook for 2012. This latest edition, volume 37, from the Association for Education, Communication, and Technology (AECT) notes the most current trends in the field of learning design and technology, taking into account the implications for both formal and informal learning.
In many countries, concern about socio-economic inequalities in educational attainment has focused on inequalities in test scores and grades. The presumption has been that the best way to reduce inequalities in educational outcomes is to reduce inequalities in performance. But is this presumption correct?
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