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

Homeostasis and Novelty in Teaching and Learning
Erscheinungsjahr 2018
ISBN: 978-90-04-39162-8
Verlag: Brill

Buch, Englisch, Band 33, 242 Seiten, Format (B × H): 157 mm x 241 mm, Gewicht: 522 g

Reihe: New Directions in Mathematics and Science Education

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.

Autoren/Hrsg.

Weitere Mitwirkende

Katz, Phyllis

Avraamidou, Lucy

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform

Inhaltsverzeichnis

Acknowledgements

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

Über Autor(innen)

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.