A Conceptual Analysis of Evolutionary Theory for Teacher Education

Autor/inn/en	van Dijk, Esther M.; Reydon, Thomas A. C.
Titel	A Conceptual Analysis of Evolutionary Theory for Teacher Education
Quelle	In: Science & Education, 19 (2010) 6-8, S.655-677 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-009-9190-x
Schlagwörter	Evolution; Scientific Concepts; Secondary School Teachers; Science Teachers; Misconceptions; Teacher Education; High School Students; Student Attitudes; Instructional Materials; Science Education; Science Instruction; Science History; Teaching Methods; Theories; Controversial Issues (Course Content) + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Missverständnis; Lehrerausbildung; Lehrerbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; History of science; Wissenschaftsgeschichte; Teaching method; Lehrmethode; Unterrichtsmethode; Theory; Theorie; Controversial issues; Kontroverse
Abstract	In this paper we present a schematic overview of the central concepts in evolutionary theory, setting them off against the background of widespread misconceptions about them. Our aim is to provide high school teachers with (1) an overview of those particular concepts that they can expect students to have difficulties with, (2) a comparison of students' alternative conceptions with the corresponding accepted scientific concepts and (3) some recommendations for teaching these concepts. We aim to improve the learning and teaching of evolution by making the relevant conceptual debates within the fields of history and philosophy of science more accessible to science teachers. We intended this conceptual analysis to be of use as a teaching tool for in-service teachers, as well as biology teachers in training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10