This book addresses the point of intersection between cognition, metacognition, and culture in learning and teaching Science, Technology, Engineering, and Mathematics (STEM). We explore theoretical background and cutting-edge research about how various forms of cognitive and metacognitive instruction may enhance learning and thinking in STEM classrooms from K-12 to university and in different cultures and countries. Over the past several years, STEM education research has witnessed rapid growth, attracting considerable interest among scholars and educators. The book provides an updated collection of studies about cognition, metacognition and culture in the four STEM domains. The field of research, cognition and metacognition in STEM education still suffers from ambiguity in meanings of key concepts that various researchers use. This book is organized according to a unique manner: Each chapter features one of the four STEM domains and one of the three themes-cognition, metacognition, and culture-and defines key concepts. This matrix-type organization opens a new path to knowledge in STEM education and facilitates its understanding. The discussion at the end of the book integrates these definitions for analyzing and mapping the STEM education research. Chapter 4 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com

This book addresses the point of intersection between cognition, metacognition, and culture in learning and teaching Science, Technology, Engineering, and Mathematics (STEM). We explore theoretical background and cutting-edge research about how various forms of cognitive and metacognitive instruction may enhance learning and thinking in STEM classrooms from K-12 to university and in different cultures and countries. Over the past several years, STEM education research has witnessed rapid growth, attracting considerable interest among scholars and educators. The book provides an updated collection of studies about cognition, metacognition and culture in the four STEM domains. The field of research, cognition and metacognition in STEM education still suffers from ambiguity in meanings of key concepts that various researchers use. This book is organized according to a unique manner: Each chapter features one of the four STEM domains and one of the three themes-cognition, metacognition, and culture-and defines key concepts. This matrix-type organization opens a new path to knowledge in STEM education and facilitates its understanding. The discussion at the end of the book integrates these definitions for analyzing and mapping the STEM education research. Chapter 4 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com

In 1956, when researchers discovered that a lack of the G6PD enzyme caused hemolysis, people diagnosed with G6PD deficiency have struggled to find out what they could do to keep themselves and their loved ones healthy. Because of reasons that are only speculative, the medical community has ignored the plight of these "canaries in the coal mine." This book bravely addresses those issues and provides answers for those who continue to suffer unnecessarily from this very common, but virtually unknown genetic enzyme disorder. The Truth About Living With G6PD Deficiency explains in detail and in layman's terms: what G6PDD is how you get it what it does how to prevent health problems what to do when you have a reaction what foods to avoid what drugs to avoid how to live with G6PDD and be healthy feeding and caring for G6PDD babies how G6PDD affects women how G6PDD affects malaria and more It is well researched with over 50 citations and is small enough (6" x 9") to put in your purse and take with you to the store or doctor's appointment. It is inexpensive enough to give to other members of your family, friends, school, daycare or other interested parties for learning or reference.