Stability and change in science education - meeting basic learning needs : : homeostasis and novelty in teaching and learning / / Edited by Phyllis Katz and Lucy Avraamidou.
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 b...
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| Superior document: | New directions in mathematics and science education ; Volume 33 |
|---|---|
| TeilnehmendeR: | |
| Place / Publishing House: | Boston : : Brill Sense,, [2019] |
| Year of Publication: | 2019 |
| Language: | English |
| Series: | New Directions in Mathematics and Science Education
33. |
| Physical Description: | 1 online resource (252 pages). |
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| 245 | 0 | 0 | |a Stability and change in science education - meeting basic learning needs : |b homeostasis and novelty in teaching and learning / |c Edited by Phyllis Katz and Lucy Avraamidou. |
| 264 | 1 | |a Boston : |b Brill Sense, |c [2019] | |
| 300 | |a 1 online resource (252 pages). | ||
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| 490 | 1 | |a New directions in mathematics and science education ; |v Volume 33 | |
| 504 | |a Includes bibliographical references and index. | ||
| 520 | |a 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. | ||
| 505 | 0 | 0 | |t Front Matter -- |t Copyright page -- |t Acknowledgements -- |t List of Figures and Tables -- |t Notes on Contributors -- |t Theoretical Considerations -- |t Introduction / |r Phyllis Katz and Lucy Avraamidou -- |t Meeting Basic Needs / |r Phyllis Katz and Lucy Avraamidou -- |t Novelty / |r Wolff-Michael Roth -- |t Continual Science Learning -- |t Leveraging Families’ Shared Experiences to Connect to Disciplinary Content in Ecology / |r Heather Toomey Zimmerman , Lucy R. McClain and Michele Crowl -- |t When Stability Isn’t the Baseline / |r Marilynne Eichinger -- |t Homeostasis and Novelty as Concepts for Science Journalism / |r Lars Guenther -- |t Making the Unfamiliar Familiar / |r Joy Kubarek -- |t Systemic Change -- |t Regional Networks and Ecosystem Learning / |r Bart van de Laar -- |t Formal Education -- |t Teacher Preparation Embraces Homeostasis and Novelty / |r Lara Smetana -- |t Using Photovoice as a Novel Approach to Developing an Anthropogenic Impact Homeostasis Model / |r Patricia Patrick -- |t Maintaining Homeostasis While Embracing Novelty / |r Hani Swirski and Ayelet Baram-Tsabari -- |t ‘What Do I Like about Science-Related Activities?’ / |r María Heras and Isabel Ruiz-Mallén -- |t Conclusions -- |t Synthesis and Recommendations / |r Lucy Avraamidou and Phyllis Katz -- |t Back Matter -- |t Index. |
| 650 | 0 | |a Science |x Study and teaching. | |
| 650 | 0 | |a Educational change. | |
| 700 | 1 | |a Katz, Phyllis, |d 1946-, |e editor. | |
| 700 | 1 | |a Avraamidou, Lucy, |e editor. | |
| 776 | |z 90-04-39162-2 | ||
| 830 | 0 | |a New Directions in Mathematics and Science Education |v 33. | |
| 906 | |a BOOK | ||
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