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Novice and experienced science teachers’ conceptual knowledge of evolutionary theory within the context of micro-and macroevolution
Journal of Biological Education ( IF 1.1 ) Pub Date : 2019-09-25 , DOI: 10.1080/00219266.2019.1667404
Ezgi Yesilyurt 1 , Ceren Oztekin 2 , Jale Cakiroglu 2 , Hasan Deniz 1
Affiliation  

ABSTRACT

The purpose of this study was to explore science teachers’ conceptions about micro-and macro-evolutionary processes. In this study, a case study was employed to compare and contrast novice and experienced middle school science teachers’ evolution conceptions. The data were collected using four micro-and macro-evolutionary scenarios alongside cognitive interviews. The findings illustrated that while the novice teacher mostly provided non-Darwinian explanations, the experienced teacher predominantly applied key concepts of natural selection in her causal explanations, but cognitive biases regarding evolution were also found in her explanations. Therefore, the study suggested that the reasons for the coexistence of evolution concepts and cognitive biases be worthy of further exploration. The findings also indicated that even though the experienced teacher used several principles of macroevolution to explain the evolutionary changes above the species level, she based her causal explanations mainly on natural selection concepts. In this regard, the study recommended that teacher education programmes place special emphasis on the areas that are shown to be problematic for teachers like teaching and learning evolution, especially the concepts of macroevolution. The study also suggested that it may be worth the effort to develop a comprehensive qualitative measure in order to uncover learners’ conceptions concerning macroevolution.



中文翻译:

微观和宏观进化背景下的新手和经验丰富的理科教师对进化论的概念知识

摘要

这项研究的目的是探索科学教师关于微观和宏观进化过程的观念。在这项研究中,案例研究被用来比较和对比初学者和经验丰富的中学理科教师的进化观念。数据是使用四种微观和宏观进化情景以及认知访谈来收集的。调查结果表明,虽然新手老师主要提供非达尔文式的解释,但经验丰富的老师在其因果解释中主要采用了自然选择的关键概念,但在解释中也发现了关于进化的认知偏见。因此,研究表明进化概念与认知偏向并存的原因值得进一步探讨。研究结果还表明,即使有经验的老师使用宏观进化的几个原理来解释物种水平以上的进化变化,她的因果解释也主要基于自然选择的概念。在这方面,研究建议,师范教育计划应特别强调那些对教师而言存在问题的领域,例如教与学的发展,尤其是宏观进化的概念。这项研究还表明,为揭示学习者关于宏观进化的概念,可能有必要进行全面的定性评估。该研究建议,师范教育计划应特别重视那些对教师而言存在问题的领域,例如教与学的发展,尤其是宏观进化的概念。这项研究还表明,为揭示学习者关于宏观进化的概念,可能有必要进行全面的定性评估。该研究建议,师范教育计划应特别重视那些对教师而言存在问题的领域,例如教与学的发展,尤其是宏观进化的概念。这项研究还表明,为揭示学习者关于宏观进化的概念,可能有必要进行全面的定性评估。

更新日期:2019-09-25
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