Dale R. Baker – författare

The best source of practical, easily accessible information on thisexciting new technique CAPILLARY ELECTROPHORESIS Analytical chemists and biochemists have been turning to thetechnique of capillary electrophoresis with increasing frequency:it is fast, sensitive, easy to automate, requires only small samplevolumes and reagent amounts, and has been successfully applied toan ever-expanding list of sample types. In CapillaryElectrophoresis, analytical practitioners will find a complete,practical guide to the principles, forms, and instrumentation ofthis technique. The book presents clear and straightforwardexplanations of the method, its operating principles, and itsdifferent modes, including capillary zone electrophoresis, micellarelectrokinetic capillary chromatography, capillary gelelectrophoresis, capillary isoelectric focusing, and capillaryisotachophoresis. Especially helpful is the material on developinga method: it offers practical guidance on CE modes, capillaries,run buffers, voltage requirements, sample pretreatments, injectionmodes and amounts, temperature settings, detector selections,buffer replenishment, and data reporting. Capillary Electrophoresis will serve both as an excellentintroduction to those who are new to the technique and as acomprehensive reference book to experienced practitioners. Acomplete and detailed index will assist the reader in quicklyfinding any topic of interest.

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