Description
Book SynopsisIn 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.
Table of ContentsAcknowledgements 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 Index
