Pub Date : 2021-05-25DOI: 10.1186/s12052-021-00146-y
C. Alonso, Yolanda Palomares
{"title":"Playing with genetic and epigenetic concepts at the school: an Epigenetic Orchestra project","authors":"C. Alonso, Yolanda Palomares","doi":"10.1186/s12052-021-00146-y","DOIUrl":"https://doi.org/10.1186/s12052-021-00146-y","url":null,"abstract":"","PeriodicalId":36959,"journal":{"name":"Evolution: Education and Outreach","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s12052-021-00146-y","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41622031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.21203/RS.3.RS-247359/V1
Daniel Orraryd, L. Tibell
Background A large body of research has investigated students’ conceptions of evolutionary changes and emphasizes that students have alternative conceptions about their causes. A conventional way to monitor students’ conceptions is through inventories where researchers analyse their written answers. However, textbooks are being increasingly complemented with, or even replaced by, various multimedia materials where multiple modes are used to communicate evolutionary processes. This has profound implications for students’ learning, and highlights that allowing different modes of expression may influence which knowledge they present. Therefore, the goal of this exploratory study is to expand the understanding of students’ conceptions of evolution through natural selection by applying student-generated stop-motion animations to reveal their conceptions. Forty-seven Swedish upper secondary school students generated 18 animations concerning evolution through natural selection. We analysed these animations qualitatively using content analysis to reveal key concepts, alternative conceptions and connections between organizational levels and time. This analysis is related to findings from previous studies on students’ conceptions of evolutionary change. Results Our study highlights some of the benefits and limitations of using these two assessment methods. In terms of identifying alternative conceptions, a clear difference between the results of the two methods of assessment was observed. In particular, the alternative conception of essentialism appeared to a lesser extent in the student’s animations than in their written responses, while natural selection as an event was more prevalent. Conclusions These findings support the view that students’ expression of different misconceptions is influenced by the context and representational form. The work also reveals that generating stop-motion animations to explain scientific concepts is an engaging approach that stimulates students to explore their understanding in a creative and personal manner. This is potentially positive for engagement and learning. The potential for complementing standard paper-and-pen tests with tasks that encompass stop-motion animations is also discussed.
{"title":"What can student-generated animations tell us about students’ conceptions of evolution?","authors":"Daniel Orraryd, L. Tibell","doi":"10.21203/RS.3.RS-247359/V1","DOIUrl":"https://doi.org/10.21203/RS.3.RS-247359/V1","url":null,"abstract":"Background A large body of research has investigated students’ conceptions of evolutionary changes and emphasizes that students have alternative conceptions about their causes. A conventional way to monitor students’ conceptions is through inventories where researchers analyse their written answers. However, textbooks are being increasingly complemented with, or even replaced by, various multimedia materials where multiple modes are used to communicate evolutionary processes. This has profound implications for students’ learning, and highlights that allowing different modes of expression may influence which knowledge they present. Therefore, the goal of this exploratory study is to expand the understanding of students’ conceptions of evolution through natural selection by applying student-generated stop-motion animations to reveal their conceptions. Forty-seven Swedish upper secondary school students generated 18 animations concerning evolution through natural selection. We analysed these animations qualitatively using content analysis to reveal key concepts, alternative conceptions and connections between organizational levels and time. This analysis is related to findings from previous studies on students’ conceptions of evolutionary change. Results Our study highlights some of the benefits and limitations of using these two assessment methods. In terms of identifying alternative conceptions, a clear difference between the results of the two methods of assessment was observed. In particular, the alternative conception of essentialism appeared to a lesser extent in the student’s animations than in their written responses, while natural selection as an event was more prevalent. Conclusions These findings support the view that students’ expression of different misconceptions is influenced by the context and representational form. The work also reveals that generating stop-motion animations to explain scientific concepts is an engaging approach that stimulates students to explore their understanding in a creative and personal manner. This is potentially positive for engagement and learning. The potential for complementing standard paper-and-pen tests with tasks that encompass stop-motion animations is also discussed.","PeriodicalId":36959,"journal":{"name":"Evolution: Education and Outreach","volume":"14 1","pages":"1-18"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43956169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-25DOI: 10.1186/s12052-020-00141-9
H. Silva, Alandeon W. Oliveira, Gabriela Varela Belloso, Martín Andrés Díaz, G. Carvalho
{"title":"Biology teachers’ conceptions of Humankind Origin across secular and religious countries: an international comparison","authors":"H. Silva, Alandeon W. Oliveira, Gabriela Varela Belloso, Martín Andrés Díaz, G. Carvalho","doi":"10.1186/s12052-020-00141-9","DOIUrl":"https://doi.org/10.1186/s12052-020-00141-9","url":null,"abstract":"","PeriodicalId":36959,"journal":{"name":"Evolution: Education and Outreach","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s12052-020-00141-9","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65922865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-01DOI: 10.1186/s12052-020-00138-4
S. Hanisch, Dustin Eirdosh
{"title":"Educational potential of teaching evolution as an interdisciplinary science","authors":"S. Hanisch, Dustin Eirdosh","doi":"10.1186/s12052-020-00138-4","DOIUrl":"https://doi.org/10.1186/s12052-020-00138-4","url":null,"abstract":"","PeriodicalId":36959,"journal":{"name":"Evolution: Education and Outreach","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s12052-020-00138-4","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45786323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-07DOI: 10.1186/s12052-020-00130-y
M. Hammann, R. Nehm
{"title":"Teleology and evolution education: introduction to the special issue","authors":"M. Hammann, R. Nehm","doi":"10.1186/s12052-020-00130-y","DOIUrl":"https://doi.org/10.1186/s12052-020-00130-y","url":null,"abstract":"","PeriodicalId":36959,"journal":{"name":"Evolution: Education and Outreach","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s12052-020-00130-y","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65922789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-09DOI: 10.1186/s12052-020-00126-8
E. Plutzer, Glenn Branch, Ann Reid
{"title":"Teaching evolution in U.S. public schools: a continuing challenge","authors":"E. Plutzer, Glenn Branch, Ann Reid","doi":"10.1186/s12052-020-00126-8","DOIUrl":"https://doi.org/10.1186/s12052-020-00126-8","url":null,"abstract":"","PeriodicalId":36959,"journal":{"name":"Evolution: Education and Outreach","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s12052-020-00126-8","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65922724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-30DOI: 10.1186/s12052-020-00127-7
Sarah A. Brown, Samuel Ronfard, D. Kelemen
{"title":"Teaching natural selection in early elementary classrooms: can a storybook intervention reduce teleological misunderstandings?","authors":"Sarah A. Brown, Samuel Ronfard, D. Kelemen","doi":"10.1186/s12052-020-00127-7","DOIUrl":"https://doi.org/10.1186/s12052-020-00127-7","url":null,"abstract":"","PeriodicalId":36959,"journal":{"name":"Evolution: Education and Outreach","volume":"14 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141201813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-30DOI: 10.1186/s12052-020-00127-7
Sarah A. Brown, Samuel Ronfard, D. Kelemen
{"title":"Teaching natural selection in early elementary classrooms: can a storybook intervention reduce teleological misunderstandings?","authors":"Sarah A. Brown, Samuel Ronfard, D. Kelemen","doi":"10.1186/s12052-020-00127-7","DOIUrl":"https://doi.org/10.1186/s12052-020-00127-7","url":null,"abstract":"","PeriodicalId":36959,"journal":{"name":"Evolution: Education and Outreach","volume":"1 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141201930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-29DOI: 10.1186/s12052-020-00122-y
Friederike Trommler, M. Hammann
{"title":"The relationship between biological function and teleology: Implications for biology education","authors":"Friederike Trommler, M. Hammann","doi":"10.1186/s12052-020-00122-y","DOIUrl":"https://doi.org/10.1186/s12052-020-00122-y","url":null,"abstract":"","PeriodicalId":36959,"journal":{"name":"Evolution: Education and Outreach","volume":"1 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141202295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-29DOI: 10.1186/s12052-020-00125-9
Helge Gresch
{"title":"Teleological explanations in evolution classes: video-based analyses of teaching and learning processes across a seventh-grade teaching unit","authors":"Helge Gresch","doi":"10.1186/s12052-020-00125-9","DOIUrl":"https://doi.org/10.1186/s12052-020-00125-9","url":null,"abstract":"","PeriodicalId":36959,"journal":{"name":"Evolution: Education and Outreach","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s12052-020-00125-9","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65922647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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