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基本説明
Goes beyond the science versus religion debate to ask why evolution is so often rejected as a legitimate scientific fact, focusing on a wide range of cognitive, socio-cultural, and motivational factors that make concepts such as evolution difficult to grasp.
Full Description
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 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 factors that 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 influence learning 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 unique text 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.
Contents
Foreword ; Eugenie C. Scott ; Section 1: Folk Theories, Conceptual and Perceptual Constraints ; 1 ": How Psychological Essentialism Impedes Evolutionary Understanding ; Susan A. Gelman and Marjorie Rhodes ; 2 Trees, Fish, and Other Fictions: Folk Biological Thought and its Implications for Understanding Evolutionary Biology ; John D. Coley and Tara M. Muratore ; 3 Cognitive Constraints on the Understanding and Acceptance of Evolution ; Andrew Shtulman and Prassede Calabi ; 4 Teleological Minds: How Natural Intuitions about Agency and Purpose Influence Learning About Evolution ; Deborah Kelemen ; 5 The Promise and Challenges of Introducing Tree Thinking into Evolution Education ; Kefyn M. Catley, Laura R. Novick, and Daniel J. Funk ; 6 Narrative Spaces in the Representation and Understanding of Evolution ; Camillia Matuk and David Uttal ; 7 Misunderstanding Emergent Causal Mechanism in Natural Selection ; Michelene T. H. Chi, Agnieszka Kosminska Kristensen and Rod Roscoe ; 8 Encountering Counterintuitive Ideas: Building a Developmental Learning Progression for Evolution. ; E. Margaret Evans, Karl S. Rosengren, Jonathan D. Lane, and Kristin S. Price ; 9 Commentary on Section 1: Constrained Learning: Reframing the Problem of Evolution Understanding and Implications for Science Education ; Karl S. Rosengren, and E. Margaret Evans ; SECTION IIA: EPISTEMOLOGICAL ISSUES ; 10 Model-Based Instruction: Fostering Change in Evolutionary Conceptions and in Epistemic Practices ; Clark A. Chinn and Luke A. Buckland ; 11 Why Don't Americans Accept Evolution As Much As People in Peer Nations Do? A Theory (Reinforced Theistic Manifest Destiny) and Some Pertinent Evidence ; Michael Andrew Ranney ; 12 Heuristics and the Counterintuitive in Science and Religion ; Ryan D. Tweney ; SECTION IIB: IMPLEMENTING EDUCATION IN EVOLUTION: FORMAL EDUCATION ; 13 Challenges and Opportunities for Teaching and Designing Effective K-12 Evolution Curricula ; Paul M. Beardsley, Mark V. Bloom, and Sarah B. Wise ; 14 Why Don't Undergraduates Really " Evolution? What Can Faculty Do? ; Craig E. Nelson ; 15 An Intentional Approach to Teaching Evolution: Making Students Aware of the Factors Influencing Learning of Microevolution and Macroevolution ; Sherry A. Southerland and Louis S. Nadelson ; SECTION IIC: IMPLEMENTING EDUCATION IN EVOLUTION: INFORMAL EDUCATION ; 16 Pattern and Process: Natural History Museum Exhibits in Evolution ; Judy Diamond and Patrick Kociolek ; 17 Walking Whales and Singing Flies: An Evolution Exhibit and Assessment of its Impact ; Judy Diamond, E. Margaret Evans, and Amy N. Speigel ; 18 Making Connections: Evolution and the Nature and Process of Science ; Anna Thanukos and Judy Scotchmoor ; 19 Commentary on Section II: Bringing Multipke Levels of Analysis to Bear on Evolution Teaching and Learning ; Sarah K. Brem and Gale M. Sinatra
