List of Figures and Tables
Figures
| 3.1 | A neon gas discharge lamp of the kind used in school physics classes to test for the presence of static electrical charges 22 |
| 3.2 | Puzzle of the kind frequently in a variety of social situations: “Do you see it?” 25 |
| 3.3 | One version of a familiar bistable image 26 |
| 3.4 | A chaos-theoretic model for morphogenesis, the genesis of new forms. New..forms emerge as. values are increased. A bifurcation corresponds to a point of crisis because it simultaneously belongs to two, and is the limit of, very..different regimes 30 |
| 4.1 | Families engaged in the weather workshop during a library program that had people reflect on their prior experiences with weather in their rural community..to make inferences to predict the weather with forecasting tools like a barometer to measure air pressure 48 |
| 4.2 | One family’s representation of parts of a flower where the family dissected a flower, taped the parts of a flower to paper, and labeled the parts of a flower’s reproductive system that are connected to pollination (e.g., stamen, pistil, sepal) 50 |
| 4.3 | One family’s yellow and green flower drawing in their science notebook provided, which was provided by the stem Pillars program 53 |
| 5.1 | Maslow’s graphic pyramid 67 |
| 8.1 | Possible partners and third parties in a learning network, by sector 125 |
| 10.1 | Picture of a river ferry 164 |
| 10.2 | Picture of a vacant lot 164 |
| 10.3 | Picture of cigarettes 164 |
| 10.4 | Picture of a bag of fertilizer 171 |
| 10.5 | Anthropogenic impact homeostasis model 176 |
| 11.1 | Average interest levels by popularity, 2016 190 |
| 12.1 | Outline of the assessment framework applied in PERFORM, based on RRI 204 |
| 12.2 | Self-regulated learning: Cyclic phases and main processes and strategies (based on Zimmerman, 2002, and Panadero & Alonso-Tapia, 2014) 206 |
| 13.1 | Change: Considering homeostasis and novelty 237 |
Tables
| 4.1 | Personally-relevant family learning connects community-oriented workshops in libraries, novel stem content, and shared family experiences to support intergenerational science and engineering learning 47 |
| 8.1 | Impact of a regional network, overall, and short term to long term 127 |
| 10.1 | Student population by school 157 |
| 10.2 | Photograph and journal entry themes and subthemes with journal entry examples 159 |
| 10.3 | Phenotypic and genotypic factors and components of the anthropogenic impact homeostasis model 167 |
| 10.4 | Number of photographs by gender/race and theme (N=3926) 169 |
| 10.5 | Community location (rural/suburban/urban) and negative and positive nthropogenic impact (N=3926) 170 |
| 11.1 | Examples of questions mapped into the curriculum 188 |
| 11.2 | Ten most frequently asked questions in 2014 (numbers in parentheses indicate frequency). Questions popular for both genders are marked in grey. White background marks questions popular for only one gender 193 |
| 11.3 | Ten most popular questions for boys and girls in 2016 (numbers in parentheses indicate ranking of the same question in 2007). Questions selected by both genders are marked in grey. White background marks questions that were popular only among one gender 194 |
| 12.1 | Participatory indicators identified from students’ responses in the two countries: Quotations from students’ post-its, indicators and connection to rri assessment criteria and learning outcomes or process requirements and to srl processes and strategies 212 |