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.

• AcknowledgementsList of Figures and TablesNotes on ContributorsPART 1: Theoretical Considerations1 Introduction: Meeting Basic NeedsPhyllis Katz and Lucy Avraamidou2 Meeting Basic Needs: History of Homeostasis and Novelty as Concepts and Terms Relevant to Science EducationPhyllis Katz and Lucy Avraamidou3 Novelty: A Phenomenological PerspectiveWolff-Michael RothPART 2: Continual Science Learning4 Leveraging Families’ Shared Experiences to Connect to Disciplinary Content in Ecology: Preliminary Results from the STEM Pillars Museum-Library-University PartnershipHeather Toomey Zimmerman, Lucy R. McClain and Michele Crowl5 When Stability Isn’t the Baseline: Traumatized Children and Science EducationMarilynne Eichinger6 Homeostasis and Novelty as Concepts for Science Journalism: A Re-Interpretation of the Selection and Depiction of Scientific Issues in the MediaLars Guenther7 Making the Unfamiliar Familiar: Zoo and Aquarium Educators Leveraging Novelty and CuriosityJoy KubarekPART 3: Systemic Change8 Regional Networks and Ecosystem LearningBart van de LaarPART 4: Formal Education9 Teacher Preparation Embraces Homeostasis and Novelty: Expanding Teacher Candidates’ Learning Ecologies through a Short-Term Study AbroadLara Smetana10 Using Photovoice as a Novel Approach to Developing an Anthropogenic Impact Homeostasis ModelPatricia Patrick11 Maintaining Homeostasis While Embracing Novelty: Students’ Questions as Agents of Student’s Voice in the Science ClassroomHani Swirski and Ayelet Baram-Tsabari12 ‘What Do I Like about Science-Related Activities?’: Participatory Indicators Addressing Students’ Motivations and Needs When Learning ScienceMaría Heras and Isabel Ruiz-Mallén13 Synthesis and RecommendationsLucy Avraamidou and Phyllis KatzIndex

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.

• AcknowledgementsList of Figures and TablesNotes on ContributorsPART 1: Theoretical Considerations1 Introduction: Meeting Basic NeedsPhyllis Katz and Lucy Avraamidou2 Meeting Basic Needs: History of Homeostasis and Novelty as Concepts and Terms Relevant to Science EducationPhyllis Katz and Lucy Avraamidou3 Novelty: A Phenomenological PerspectiveWolff-Michael RothPART 2: Continual Science Learning4 Leveraging Families’ Shared Experiences to Connect to Disciplinary Content in Ecology: Preliminary Results from the STEM Pillars Museum-Library-University PartnershipHeather Toomey Zimmerman, Lucy R. McClain and Michele Crowl5 When Stability Isn’t the Baseline: Traumatized Children and Science EducationMarilynne Eichinger6 Homeostasis and Novelty as Concepts for Science Journalism: A Re-Interpretation of the Selection and Depiction of Scientific Issues in the MediaLars Guenther7 Making the Unfamiliar Familiar: Zoo and Aquarium Educators Leveraging Novelty and CuriosityJoy KubarekPART 3: Systemic Change8 Regional Networks and Ecosystem LearningBart van de LaarPART 4: Formal Education9 Teacher Preparation Embraces Homeostasis and Novelty: Expanding Teacher Candidates’ Learning Ecologies through a Short-Term Study AbroadLara Smetana10 Using Photovoice as a Novel Approach to Developing an Anthropogenic Impact Homeostasis ModelPatricia Patrick11 Maintaining Homeostasis While Embracing Novelty: Students’ Questions as Agents of Student’s Voice in the Science ClassroomHani Swirski and Ayelet Baram-Tsabari12 ‘What Do I Like about Science-Related Activities?’: Participatory Indicators Addressing Students’ Motivations and Needs When Learning ScienceMaría Heras and Isabel Ruiz-Mallén13 Synthesis and RecommendationsLucy Avraamidou and Phyllis KatzIndex

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.

• AcknowledgementsList of Figures and TablesNotes on ContributorsPART 1: Theoretical Considerations1 Introduction: Meeting Basic NeedsPhyllis Katz and Lucy Avraamidou2 Meeting Basic Needs: History of Homeostasis and Novelty as Concepts and Terms Relevant to Science EducationPhyllis Katz and Lucy Avraamidou3 Novelty: A Phenomenological PerspectiveWolff-Michael RothPART 2: Continual Science Learning4 Leveraging Families’ Shared Experiences to Connect to Disciplinary Content in Ecology: Preliminary Results from the STEM Pillars Museum-Library-University PartnershipHeather Toomey Zimmerman, Lucy R. McClain and Michele Crowl5 When Stability Isn’t the Baseline: Traumatized Children and Science EducationMarilynne Eichinger6 Homeostasis and Novelty as Concepts for Science Journalism: A Re-Interpretation of the Selection and Depiction of Scientific Issues in the MediaLars Guenther7 Making the Unfamiliar Familiar: Zoo and Aquarium Educators Leveraging Novelty and CuriosityJoy KubarekPART 3: Systemic Change8 Regional Networks and Ecosystem LearningBart van de LaarPART 4: Formal Education9 Teacher Preparation Embraces Homeostasis and Novelty: Expanding Teacher Candidates’ Learning Ecologies through a Short-Term Study AbroadLara Smetana10 Using Photovoice as a Novel Approach to Developing an Anthropogenic Impact Homeostasis ModelPatricia Patrick11 Maintaining Homeostasis While Embracing Novelty: Students’ Questions as Agents of Student’s Voice in the Science ClassroomHani Swirski and Ayelet Baram-Tsabari12 ‘What Do I Like about Science-Related Activities?’: Participatory Indicators Addressing Students’ Motivations and Needs When Learning ScienceMaría Heras and Isabel Ruiz-Mallén13 Synthesis and RecommendationsLucy Avraamidou and Phyllis KatzIndex