The University of Victoria Pacific Centre for Scientific and Technological Literacy is one of five Centres for Research into Youth, Science Teaching and Learning (CRYSTAL) funded for 5 years (2005–2010) by the Natural Sciences and Engineering Research Council Canada (NSERC). Pacific CRYSTAL intended to promote scientific, mathematical, and technological literacy for responsible citizenship through research partnerships with university and educational communities. Pacific CRYSTAL’s functional structure consisted of 3 research and development nodes connected to a leadership and administrative node, which was charged with facilitating the activities of 19 projects and 42 principal investigators, partners, and research associates. Node 1, an incubation centre, involved extracurricular authentic science, mathematics, and technology experiences; Node 2, a classroom testing environment, field-tested instructional ideas and strategies to develop evidence-based practices; and Node 3, lighthouse schools, involved systemic change and leadership opportunities that adapted, demonstrated, and disseminated tested ideas, resources, and strategies to a much broader education community and attempted to influence public policy. This book provides descriptions of the target goals, research and development projects, and lessons learned.

What are the most effective methods for teaching writing across grade levels and student populations? What kind of training do teachers need to put research-validated methods into practice? This unique volume combines the latest writing research with clear-cut recommendations for designing high-quality professional development efforts. Prominent authorities describe ways to help teachers succeed by using peer coaching, cross-disciplinary collaboration, lesson study, and other professional development models. All aspects of instruction and assessment are addressed, including high-stakes writing assessments, applications of technology, motivational issues, writing in different genres and subject areas, and teaching struggling writers.

Micro-electro-mechanical system (MEMS) devices are widely used for inertia, pressure, and ultrasound sensing applications. Research on integrated MEMS technology has undergone extensive development driven by the requirements of a compact footprint, low cost, and increased functionality. Accelerometers are among the most widely used sensors implemented in MEMS technology. MEMS accelerometers are showing a growing presence in almost all industries ranging from automotive to medical. A traditional MEMS accelerometer employs a proof mass suspended to springs, which displaces in response to an external acceleration. A single proof mass can be used for one- or multi-axis sensing. A variety of transduction mechanisms have been used to detect the displacement. They include capacitive, piezoelectric, thermal, tunneling, and optical mechanisms. Capacitive accelerometers are widely used due to their DC measurement interface, thermal stability, reliability, and low cost. However, they are sensitive to electromagnetic field interferences and have poor performance for high-end applications (e.g., precise attitude control for the satellite). Over the past three decades, steady progress has been made in the area of optical accelerometers for high-performance and high-sensitivity applications but several challenges are still to be tackled by researchers and engineers to fully realize opto-mechanical accelerometers, such as chip-scale integration, scaling, low bandwidth, etc. This Special Issue on "MEMS Accelerometers" seeks to highlight research papers, short communications, and review articles that focus on: Novel designs, fabrication platforms, characterization, optimization, and modeling of MEMS accelerometers. Alternative transduction techniques with special emphasis on opto-mechanical sensing. Novel applications employing MEMS accelerometers for consumer electronics, industries, medicine, entertainment, navigation, etc. Multi-physics design tools and methodologies, including MEMS-electronics co-design. Novel accelerometer technologies and 9DoF IMU integration. Multi-accelerometer platforms and their data fusion.

Hark, Hark! Hear the Story of a Science Educator highlights some compelling ideas on science teaching and learning through the author’s journey and includes evolution and revolution in the growth of scientific knowledge. The book discusses views of McComas et al. and Lederman et al. on the nature of science, as well as the learning theories of Piaget (1926), Vygotsky (1978), and Marton (1981). The three theories of learning frame methods in teaching science. The author is well known in the science education research community for her groundbreaking work in student conceptions and conceptual change, particularly as related to phenomenography. Key Features: Helps science educators explore new avenues related to various innovative curricula, teaching, and learning Presents abstract learning theories, such as social constructivism in personal stories and experiences Bridges the divide between the science education community and the general public on significant ideas of science teaching and learning Uncovers relational conceptual change inquiry learning Discusses current socioscientific community-based issues—other-centeredness—through scientific investigation and engineering design challenges

Why should inquiry - the engine for independent, curiosity- and interest-driven, life-long learning - be a curricular imperative, and its presence a criterion for excellent education? Is it possible to teach inquiry skills systematically and to engage learners in being inquirers across elementary, secondary, and post-secondary schooling? To answer these urgent questions, this book pulls together more than four decades of expert opinion, quantitative research, and qualitative research on inquiry in different disciplines, school subjects, and levels of education; and presents a dozen different pedagogical, philosophical, and disciplinary traditions within which evidence and rationale are found for building learning and teaching experiences around inquiry-based curricula Inquiry in Education, Volume I: The Conceptual Foundations for Research as a Curricular Imperative is the first book to gather all these sources together, to build a cross-disciplinary case for inquiry as the central core of sound curriculum design, and to offer an organized interpretation of this large body of knowledge from a variety of perspectives and for different educational purposes. A companion volume, Shore, Aulls, & Delcourt, Eds., Inquiry in Education, Volume II: Overcoming Barriers to Successful Implementation, focuses on a corollary question: If inquiry is such a good thing, why is it not universal practice? What barriers stand in the way, and how can teachers overcome them? Inquiry in Education, Volume I is intended for scholars, faculty, and students of education, and for practitioners at all levels of schooling who support inquiry-oriented reforms in education and who want to learn more about how to use inquiry in their own practice.