Recalibrating the Evolution versus Creationism Debate for Student Learning: Towards Students' Evaluation of Evidence in an Argumentation Task

Autor/inn/en	Guilfoyle, Liam; Erduran, Sibel
Titel	Recalibrating the Evolution versus Creationism Debate for Student Learning: Towards Students' Evaluation of Evidence in an Argumentation Task
Quelle	In: International Journal of Science Education, 43 (2021) 18, S.2974-2995 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guilfoyle, Liam) ORCID (Erduran, Sibel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.2004330
Schlagwörter	Evolution; Misconceptions; Scientific Concepts; Persuasive Discourse; Teaching Methods; Learning Processes; Foreign Countries; Science Education; Religious Factors; Barriers; Task Analysis; Religious Education; Thinking Skills; Lesson Plans; Secondary School Students; United Kingdom (England) + Suchen Sie Ihr Suchwort? Missverständnis; Persuasion; Persuasive Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Ausland; Naturwissenschaftliche Bildung; Aufgabenanalyse; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Denkfähigkeit; Lesson planning; Unterrichtsplanung; Sekundarschüler
Abstract	There is substantial body of literature in science education focusing on students' understanding of the theory of evolution by natural selection. However, despite decades of research on the evolution versus creationism debate there is still widespread concern that particular misconceptions about evolution persist. The study aimed to recalibrate the evolution versus creationism debate by engaging students in an argumentation task where students can interpret evidence and reasons for why either position is justified or not, and on what basis. A card sort activity used to investigate the students' use of evidence and reasons. A sample of 77 students with an average age of 13 participated in the study in England in the context of a funded research project. The findings pointed to challenges and opportunities in teaching and learning of evolution through an argumentation task where alternative perspectives are drawn from both science and religious education. Furthermore, they illustrated how argumentation tasks can potentially provide a context for students to explore cross-subject topics. Research about the immersion of students in tasks that support their argumentation can generate understanding of students' reasoning, and ultimately such research may lead to the design of lesson resources to support students' engagement in science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01