Stability and Change in Science Education ― Meeting Basic Learning Needs; Homeostasis and Novelty in Teaching and Learning

Contributed by education specialists from Europe, North America, and Israel, the 13 chapters in this volume address the place of novelty in efforts to reform science education and lifelong science learning, as well as the role of homeostasis, or the tendency to resist change. They explore the design of novel, motivating, and inspiring learning environments, discussing the concepts of homeostasis and novelty in science education; lifelong science learning in terms of the use of families' shared experiences to connect disciplinary content in ecology, teaching traumatized children, science journalism and the depiction of scientific issues in the media, and how zoo and aquarium educators use curiosity and novelty to teach science; regional networks and collaborations between schools, universities, and other educational providers to design learning environments; and science teaching in formal education settings, such as expanding teacher candidates' learning through study abroad, the use of photovoice as an approach to teaching middle school students, maintaining homeostasis while embracing novelty by using students’ questions as agents of their voice, and the role of participatory approaches in science education assessment. Annotation ©2019 Ringgold, Inc., Portland, OR (protoview.com)

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.