Evolution Challenges: Integrating Research and Practice in Teaching and Learning about Evolution

Hardcover | April 27, 2012

EditorKarl S. Rosengren, Sarah K. Brem, E. Margaret Evans

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A recent poll revealed that one in four Americans believe in both creationism and evolution, while another 41% believe that creationism is true and evolution is false. A minority (only 13%) believe only in evolution. Given the widespread resistance to the idea that humans and other animalshave evolved and given the attention to the ongoing debate of what should be taught in public schools, issues related to the teaching and learning of evolution are quite timely.Evolution Challenges: Integrating Research and Practice in Teaching and Learning about Evolution goes beyond the science versus religion dispute to ask why evolution is so often rejected as a legitimate scientific fact, focusing on a wide range of cognitive, socio-cultural, and motivational factorsthat make concepts such as evolution difficult to grasp. The volume brings together researchers with diverse backgrounds in cognitive development and education to examine children's and adults' thinking, learning, and motivation, and how aspects of representational and symbolic knowledge influencelearning about evolution. The book is organized around three main challenges inherent in teaching and learning evolutionary concepts: folk theories and conceptual biases, motivational and epistemological biases, and educational aspects in both formal and informal settings. Commentaries across the three main themes tie the book together thematically, and contributors provide ideas for future research and methods for improving the manner in which evolutionary concepts are conveyed in the classroom and in informal learning experiences. Evolution Challenges is a uniquetext that extends far beyond the traditional evolution debate and is an invaluable resource to researchers in cognitive development, science education and the philosophy of science, science teachers, and exhibit and curriculum developers.

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A recent poll revealed that one in four Americans believe in both creationism and evolution, while another 41% believe that creationism is true and evolution is false. A minority (only 13%) believe only in evolution. Given the widespread resistance to the idea that humans and other animalshave evolved and given the attention to the ong...

Karl S. Rosengren is a Professor of Psychology at Northwestern University. He has published widely in the fields of cognitive and motor development. In his current research he examines cultural influences in the development of causal reasoning and how children acquire different types of beliefs. He is a fellow of APS. Sarah K. Brem ...

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Format:HardcoverDimensions:464 pages, 9.25 × 6.12 × 0.98 inPublished:April 27, 2012Publisher:Oxford University PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0199730423

ISBN - 13:9780199730421

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Table of Contents

Eugenie C. Scott: ForewordSection 1: Folk Theories, Conceptual and Perceptual Constraints1. Susan A. Gelman and Marjorie Rhodes: "Two-thousand Years of Stasis": How Psychological Essentialism Impedes Evolutionary Understanding2. John D. Coley and Tara M. Muratore: Trees, Fish, and Other Fictions: Folk Biological Thought and its Implications for Understanding Evolutionary Biology3. Andrew Shtulman and Prassede Calabi: Cognitive Constraints on the Understanding and Acceptance of Evolution4. Deborah Kelemen: Teleological Minds: How Natural Intuitions about Agency and Purpose Influence Learning About Evolution5. Kefyn M. Catley, Laura R. Novick, and Daniel J. Funk: The Promise and Challenges of Introducing Tree Thinking into Evolution Education6. Camillia Matuk and David Uttal: Narrative Spaces in the Representation and Understanding of Evolution7. Michelene T. H. Chi, Agnieszka Kosminska Kristensen and Rod Roscoe: Misunderstanding Emergent Causal Mechanism in Natural Selection8. E. Margaret Evans, Karl S. Rosengren, Jonathan D. Lane, and Kristin S. Price: Encountering Counterintuitive Ideas: Building a Developmental Learning Progression for Evolution9. Karl S. Rosengren, and E. Margaret Evans: Commentary on Section 1: Constrained Learning: Reframing the Problem of Evolution Understanding and Implications for Science EducationSection IIA: Epistemological Issues10. Clark A. Chinn and Luke A. Buckland: Model-Based Instruction: Fostering Change in Evolutionary Conceptions and in Epistemic Practices11. Michael Andrew Ranney: Why Don't Americans Accept Evolution As Much As People in Peer Nations Do? A Theory (Reinforced Theistic Manifest Destiny) and Some Pertinent Evidence12. Ryan D. Tweney: Heuristics and the Counterintuitive in Science and ReligionSection IIB: Implementing Education in Evolution: Formal Education13. Paul M. Beardsley, Mark V. Bloom, and Sarah B. Wise: Challenges and Opportunities for Teaching and Designing Effective K-12 Evolution Curricula14. Craig E. Nelson: Why Don't Undergraduates Really "Get" Evolution? What Can Faculty Do?15. Sherry A. Southerland and Louis S. Nadelson: An Intentional Approach to Teaching Evolution: Making Students Aware of the Factors Influencing Learning of Microevolution and MacroevolutionSecttion IIC: Implementing Education in Evolution: Informal Education16. Judy Diamond and Patrick Kociolek: Pattern and Process: Natural History Museum Exhibits in Evolution17. Judy Diamond, E. Margaret Evans, and Amy N. Speigel: Walking Whales and Singing Flies: An Evolution Exhibit and Assessment of its Impact18. Anna Thanukos and Judy Scotchmoor: Making Connections: Evolution and the Nature and Process of Science19. Sarah K. Brem and Gale M. Sinatra: Commentary on Section II: Bringing Multipke Levels of Analysis to Bear on Evolution Teaching and Learning