Stability and Change in Science Education -- Meeting Basic Learning Needs

Homeostasis and Novelty in Teaching and Learning


Volume Editors: and
In this book the editors consider the resistance to change among teachers and learners despite all the evidence that science participation brings benefits for both individuals and nations. Beginning with biology, Stability and Change in Science Education: Meeting Basic Learning Needs explores this balance in teaching and learning science. The authors reflect upon this equilibrium as they each present their work and its contribution.

The book provides a wide range of examples using the change/stability lens. Authors from the Netherlands, Israel, Spain, Canada and the USA discuss how they observe and consider both homeostasis and novelty in theory, projects and other work. The book contains examples from science educators in schools and in other science rich settings.

Contributors are: Lucy Avraamidou, Ayelet Baram-Tsabari, Michelle Crowl, Marilynne Eichinger, Lars Guenther, Maria Heras, Phyllis Katz, Joy Kubarek, Lucy R. McClain, Patricia Patrick, Wolff-Michael Roth, Isabel Ruiz-Mallen, Lara Smetana, Hani Swirski, Heather Toomey Zimmerman, and Bart Van de Laar.

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Phyllis Katz, Ph.D. (2002), University of Maryland, is a Research Associate with UMD. She has worked with and done research with families and communities since 1980. She has published for children and adults, including Drawing for Science Education (Sense, 2017).
Lucy Avraamidou, Ph.D. (2003), University of Pennsylvania, is a Rosalind Franklin Fellow and Associate Professor of Science Education, Groningen, The Netherlands. She has numerous publications. Her research is centered around the following two areas: science teacher identity and informal science.
List of Figures and Tables
Notes on Contributors

PART 1: Theoretical Considerations

1 Introduction: Meeting Basic Needs
Phyllis Katz and Lucy Avraamidou
2 Meeting Basic Needs: History of Homeostasis and Novelty as Concepts and Terms Relevant to Science Education
Phyllis Katz and Lucy Avraamidou
3 Novelty: A Phenomenological Perspective
Wolff-Michael Roth

PART 2: Continual Science Learning

4 Leveraging Families’ Shared Experiences to Connect to Disciplinary Content in Ecology: Preliminary Results from the STEM Pillars Museum-Library-University Partnership
Heather Toomey Zimmerman, Lucy R. McClain and Michele Crowl
5 When Stability Isn’t the Baseline: Traumatized Children and Science Education
Marilynne Eichinger
6 Homeostasis and Novelty as Concepts for Science Journalism: A Re-Interpretation of the Selection and Depiction of Scientific Issues in the Media
Lars Guenther
7 Making the Unfamiliar Familiar: Zoo and Aquarium Educators Leveraging Novelty and Curiosity
Joy Kubarek

PART 3: Systemic Change

8 Regional Networks and Ecosystem Learning
Bart van de Laar

PART 4: Formal Education

9 Teacher Preparation Embraces Homeostasis and Novelty: Expanding Teacher Candidates’ Learning Ecologies through a Short-Term Study Abroad
Lara Smetana
10 Using Photovoice as a Novel Approach to Developing an Anthropogenic Impact Homeostasis Model
Patricia Patrick
11 Maintaining Homeostasis While Embracing Novelty: Students’ Questions as Agents of Student’s Voice in the Science Classroom
Hani Swirski and Ayelet Baram-Tsabari
12 ‘What Do I Like about Science-Related Activities?’: Participatory Indicators Addressing Students’ Motivations and Needs When Learning Science
María Heras and Isabel Ruiz-Mallén
13 Synthesis and Recommendations
Lucy Avraamidou and Phyllis Katz

All interested in science education reform and its progress: researchers, teachers, administrators, policy-makers, science rich institutions, and programs (museums, science centers, parks, science writers, media producers).
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