Berenice Abbott was an American photographer best known for her black-and-white photography of New York City architecture and urban design of the 1930s. Abbott's style of straight photography helped her make important contributions to scientific photography, as shown in this book.

Today educational activities take place not only in school but also in after-school programs, community centers, museums, and online communities and forums. The success and expansion of these out-of-school initiatives depends on our ability to document and assess what works and what doesn't in informal learning, but learning outcomes in these settings are often unpredictable. Goals are open-ended; participation is voluntary; and relationships, means, and ends are complex. This report charts the state of the art for learning assessment in informal settings, offering an extensive review of the literature, expert discussion on key topics, a suggested model for comprehensive assessment, and recommendations for good assessment practices.

Imagine the twentieth century without photography and film. Its history would be absent of images that define historical moments and generations: the death camps of Auschwitz, the assassination of John F. Kennedy, the Apollo lunar landing. It would be a history, in other words, of just artists’ renderings and the spoken and written word. To inhabitants of the twenty-first century, deeply immersed in visual culture, such a history seems insubstantial, imprecise, and even, perhaps, unscientific. Documenting the World is about the material and social life of photographs and film made in the scientific quest to document the world. Drawing on scholars from the fields of art history, visual anthropology, and science and technology studies, the chapters in this book explore how this documentation—from the initial recording of images, to their acquisition and storage, to their circulation—has altered our lives, our ways of knowing, our social and economic relationships, and even our surroundings. Far beyond mere illustration, photography and film have become an integral, transformative part of the world they seek to show us.

Science exploration plays a vital role in children's lives as they make sense of the world around them. Now in its fifth edition, Science in Early Childhood complements the recently updated Early Years Learning Framework (EYLF) and the Australian Curriculum: Science. It offers a comprehensive introduction to the essential elements of science learning and teaching for pre-service teachers and early childhood professionals. This edition has been revised to closely align with the EYLF and Australian Curriculum: Science. It includes more content on sustainability – a rapidly growing area in early childhood science – and a stronger focus on Aboriginal and Torres Strait Islander perspectives. Each chapter includes case studies, reflection questions and practical tasks which help to bridge the gap between theory and practical applications of new concepts. Supplementary resources are available online for instructors. Science in Early Childhood is an invaluable resource for pre-service teachers and early childhood professionals.

This book is the second collection of over 50 articles and essays authored by Sidney Perkowitz. Appearing in diverse outlets such as Discover, Washington Post, Aeon, Los Angeles Review of Books, Nautilus, Museum of the Moving Image, and Physics World, they represent the best of his writing about science and technology, and their links to culture and society, the arts and the media, and the humanities. Written for general readers, the pieces explore the outer and inner universes from cosmic space to the human mind, from the artistic use of science to the impact of technology and AI in the justice system, in medicine, and in dealing with COVID-19.

Drawing upon the Marxist, French structuralist and the American pragmatist traditions, this is a lively and accessible introduction to the sociology of knowledge.

This book introduces science teachers and academics to new ways of conceptualising research into teacher learning. It provides invaluable insight into the role of science teachers as learners and thinkers of change processes.