The Beaks of Finches & the Tool Analogy: Use with Care

Autor/in	Milne, Catherine
Titel	The Beaks of Finches & the Tool Analogy: Use with Care
Quelle	In: American Biology Teacher, 70 (2008) 3, S.153-157 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-7685
Schlagwörter	Biology; Theories; Maps; Scientific Concepts; Prediction; Simulation; Science Instruction; High Schools; Secondary School Science; Logical Thinking; Evolution; Animals + Suchen Sie Ihr Suchwort? Biologie; Theory; Theorie; Map; Karte; Vorhersage; Simulation program; Simulationsprogramm; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; Oberschule; Animal; Tier; Tiere
Abstract	Analogies are an integral feature of scientific theories, like evolution. They are developed to support explanations, proposed on the basis of evidence collected from experimental studies, field studies, and other observational studies. They map a known source or process to an unknown or target with the goal of helping educators understand the target object or process a little better. Analogies are also known by scientists to be partial, that is, they do not map exactly on to the target. Where they do map, they help educators understand connections between concepts in new ways that assist problem solving and theory building. In science, their value lies in their function for prediction. They allow researchers and learners to construct models that, although not consistent with all data, have the potential to encourage important and researchable questions. In this article, the author demonstrates how a tool analogy in a simulation activity ("The Beaks of Finches") fails to examine the theoretical power of an analogy and does not assist students in learning the importance of phenomena to one's understanding of evolution. The tool analogy for finches' beaks is not only the focus of this activity but is one of the state-required laboratory activities for a high school course, "Living Environment (Biology)" (NYSED, n.d.). (Contains 2 figures, 1 table and 3 footnotes.) (ERIC).
Anmerkungen	National Association of Biology Teachers. 12030 Sunrise Valley Drive #110, Reston, VA 20191. Tel: 800-406-0775; Tel: 703-264-9696; Fax: 703-264-7778; e-mail: publication@nabt.org; Web site: http://www.nabt.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10