Stability and Change in Science Education -- Meeting Basic Learning Needs (New Directions in Mathematics and Science Education, 33)

Phyllis Katz

ISBN 10: 9004391614 / ISBN 13: 9789004391611

Verlag: Brill | Sense, 2018

Beschreibung

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Bestandsnummer des Verkäufers OTV.9004391614.G

Bibliografische Details

• Titel: Stability and Change in Science Education -- Meeting Basic Learning Needs (New Directions in Mathematics and Science Education, 33)
• Verlag: Brill | Sense
• Erscheinungsjahr: 2018
• Sprache: Englisch
• ISBN-10: 9004391614
• ISBN-13: 9789004391611
• Einband: Softcover
• Zustand: good

Über diesen Titel

Inhaltsangabe

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.

Über die Autorin bzw. den Autor

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.