An International Perspective
Editor: Phyllis Katz
This book argues for the essential use of drawing as a tool for science teaching and learning. The authors are working in schools, universities, and continual science learning (CSL) settings around the world. They have written of their experiences using a variety of prompts to encourage people to take pen to paper and draw their thinking—sometimes direct observation and in other instances, their memories. The result is a collection of research and essays that offer theory, techniques, outcomes, and models for the reader.
Young children have provided evidence of the perceptions that they have accumulated from families and the media before they reach classrooms. Secondary students describe their ideas of chemistry and physics. Teacher educators use drawings to consider the progress of their undergraduates’ understanding of science teaching and even their moral/ethical responses to teaching about climate change. Museum visitors have drawn their understanding of the physics of how exhibit sounds are transmitted. A physician explains how the history of drawing has been a critical tool to medical education and doctor-patient communications. Each chapter contains samples, insights, and where applicable, analysis techniques.
The chapters in this book should be helpful to researchers and teachers alike, across the teaching and learning continuum. The sections are divided by the kinds of activities for which drawing has historically been used in science education:
- An instance of observation (Audubon, Linnaeus);
- A process (how plants grow over time, what happens when chemicals combine);
- Conceptions of what science is and who does it;
- Images of identity development in science teaching and learning.
In: Drawing for Science Education
In: Drawing for Science Education
In: Drawing for Science Education
In: Drawing for Science Education
In: Studying Science Teacher Identity
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.
Abstract This introduction provides the rationale for the book. We put forward an argument about the importance of science education and the extensive reform movement whose goals are to make it more relevant to students and the public. We explain how we considered the basic needs of homeostasis and novelty, as we thought about the nature of the changes we seek to implement as science educators. We include a description of the questions the contributing authors sought to answer in approaching the challenge to look at their work in terms of these basic needs.
In: Stability and Change in Science Education -- Meeting Basic Learning Needs
Abstract Why a book from this viewpoint? Homeostasis and novelty are two basic needs that explain many activities of human life. Derived from biology, the first term describes the tendency to maintain a steady state; the second term is one for which there is evidence that evolution has favored the recognition of the different or new, to assist humans in considering the not-yet-known in an ever changing world in which we must take decisive actions to survive. We recognize regular patterns and the apparent exceptions to those patterns – an essential part of science learning and research. Not only do our individual bodies and minds have these tendencies, but the institutions we have created exhibit them as well. We create venerable institutions that do things in certain ways, just as we recognize in our identities that we may be (and see in others) certain “kinds” of people. Gaining insights into how we and the public respond to efforts in science education through a lens focused on these basic needs may help us better understand how some of our projects engage participants in ways that take hold and others do not.
In: Stability and Change in Science Education -- Meeting Basic Learning Needs
In: Stability and Change in Science Education -- Meeting Basic Learning Needs