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

By: Rosengren, Karl S.
Contributor(s): Brem, Sarah K | Evans, E. Margaret.
Material type: TextTextSeries: eBooks on Demand.Publisher: Oxford : Oxford University Press, USA, 2012Description: 1 online resource (487 p.).ISBN: 9780199909186.Subject(s): Cognitive learning | Education -- Research | Educational psychology | Effective teaching | Evolution (Biology) -- Social aspects | Evolution (Biology) -- Study and teachingGenre/Form: Electronic books.Additional physical formats: Print version:: Evolution Challenges : Integrating Research and Practice in Teaching and Learning about EvolutionDDC classification: 576.8 LOC classification: QH362 .E852 2012Online resources: Click here to view this ebook.
Contents:
Cover; Contents; Foreword; Preface; Acknowledgments; Contributors; SECTION I: Folk Theories, Conceptual and Perceptual Constraints; 1. "Two-Thousand Years of Stasis": How Psychological Essentialism Impedes Evolutionary Understanding; 2. Trees, Fish, and Other Fictions: Folk Biological Thought and Its Implications for Understanding Evolutionary Biology; 3. Cognitive Constraints on the Understanding and Acceptance of Evolution; 4. Teleological Minds: How Natural Intuitions about Agency and Purpose Influence Learning about Evolution
5. The Promise and Challenges of Introducing Tree Thinking into Evolution Education6. Narrative Spaces in the Representation and Understanding of Evolution; 7. Misunderstanding Emergent Causal Mechanism in Natural Selection; 8. Encountering Counterintuitive Ideas: Constructing a Developmental Learning Progression for Evolution Understanding; 9. Commentary on Section I: Constrained Learning: Reframing the Problem of Evolution Understanding and Implications for Science Education; SECTION IIA: Epistemological Issues
10. Model-Based Instruction: Fostering Change in Evolutionary Conceptions and in Epistemic Practices11. Why Don't Americans Accept Evolution as Much as People in Peer Nations Do? A Theory (Reinforced Theistic Manifest Destiny) and Some Pertinent Evidence; 12. Heuristics and the Counterintuitive in Science and Religion; SECTION IIB: Implementing Education in Evolution: Formal Education; 13. Challenges and Opportunities for Teaching and Designing Effective K-12 Evolution Curricula; 14. Why Don't Undergraduates Really "Get" Evolution? What Can Faculty Do?
15. An Intentional Approach to Teaching Evolution: Making Students Aware of the Factors Influencing Learning of Microevolution and MacroevolutionSECTION IIC: Implementing Education in Evolution: Informal Education; 16. Pattern and Process: Natural History Museum Exhibits on Evolution; 17. Walking Whales and Singing Flies: An Evolution Exhibit and Assessment of Its Impact; 18. Making Connections: Evolution and the Nature and Process of Science; 19. Commentary on Section II: Bringing Multiple Levels of Analysis to Bear on Evolution Teaching and Learning; Author Index; A; B; C; D; E; F; G; H; I
JK; L; M; N; O; P; Q; R; S; T; U; V; W; Y; Z; Subject Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; Q; R; S; T; U; V; W
Summary: 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 animals have 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 reli
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Electronic Book UT Tyler Online
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QH362 .E852 2012 (Browse shelf) http://uttyler.eblib.com/patron/FullRecord.aspx?p=886608 Available EBL886608

Cover; Contents; Foreword; Preface; Acknowledgments; Contributors; SECTION I: Folk Theories, Conceptual and Perceptual Constraints; 1. "Two-Thousand Years of Stasis": How Psychological Essentialism Impedes Evolutionary Understanding; 2. Trees, Fish, and Other Fictions: Folk Biological Thought and Its Implications for Understanding Evolutionary Biology; 3. Cognitive Constraints on the Understanding and Acceptance of Evolution; 4. Teleological Minds: How Natural Intuitions about Agency and Purpose Influence Learning about Evolution

5. The Promise and Challenges of Introducing Tree Thinking into Evolution Education6. Narrative Spaces in the Representation and Understanding of Evolution; 7. Misunderstanding Emergent Causal Mechanism in Natural Selection; 8. Encountering Counterintuitive Ideas: Constructing a Developmental Learning Progression for Evolution Understanding; 9. Commentary on Section I: Constrained Learning: Reframing the Problem of Evolution Understanding and Implications for Science Education; SECTION IIA: Epistemological Issues

10. Model-Based Instruction: Fostering Change in Evolutionary Conceptions and in Epistemic Practices11. Why Don't Americans Accept Evolution as Much as People in Peer Nations Do? A Theory (Reinforced Theistic Manifest Destiny) and Some Pertinent Evidence; 12. Heuristics and the Counterintuitive in Science and Religion; SECTION IIB: Implementing Education in Evolution: Formal Education; 13. Challenges and Opportunities for Teaching and Designing Effective K-12 Evolution Curricula; 14. Why Don't Undergraduates Really "Get" Evolution? What Can Faculty Do?

15. An Intentional Approach to Teaching Evolution: Making Students Aware of the Factors Influencing Learning of Microevolution and MacroevolutionSECTION IIC: Implementing Education in Evolution: Informal Education; 16. Pattern and Process: Natural History Museum Exhibits on Evolution; 17. Walking Whales and Singing Flies: An Evolution Exhibit and Assessment of Its Impact; 18. Making Connections: Evolution and the Nature and Process of Science; 19. Commentary on Section II: Bringing Multiple Levels of Analysis to Bear on Evolution Teaching and Learning; Author Index; A; B; C; D; E; F; G; H; I

JK; L; M; N; O; P; Q; R; S; T; U; V; W; Y; Z; Subject Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; Q; R; S; T; U; V; W

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 animals have 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 reli

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