Evolution Challenges

Integrating Research and Practice in Teaching and Learning about Evolution
Herausgeber: Rosengren, Karl S; Evans, E Margaret; Brem, Sarah K

• Gebundenes Buch

Produktbeschreibung

Evolution Challenges 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.

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Produktdetails

• Verlag: Oxford University Press
• Seitenzahl: 504
• Erscheinungstermin: 25. April 2012
• Englisch
• Abmessung: 248mm x 172mm x 41mm
• Gewicht: 843g
• ISBN-13: 9780199730421
• ISBN-10: 0199730423
• Artikelnr.: 34925898

Autorenporträt

Karl S. Rosengren is a Professor of Psychology at Northwestern University. He has published widely in the fields of cognitive and motor development. In his current research he examines cultural influences in the development of causal reasoning and how children acquire different types of beliefs. He is a fellow of APS. Sarah K. Brem is an Associate Professor in the School of Social and Family Dynamics at Arizona State University. A cognitive scientist, her research focuses on public use and understanding of scientific and technical information. She is the recipient of a National Science Foundation Early Career Award. E. Margaret Evans is an Associate Research Scientist at the Center for Human Growth and Development at the University of Michigan. Her research, funded by NSF and the Spencer Foundation, focuses on the cognitive and cultural factors influencing the developmental of scientific and religious concepts. Gale M. Sinatra is a Professor at the Rossier School of Education at the University of Southern California. She has served as an editor of Educational Psychologist and the Vice President of AERA's Division C, Learning and Instruction. She is a fellow of APA and AERA. Her research focuses on the role of emotions and motivation in reasoning about socio-scientific issues.

Inhaltsangabe

* Foreword
* Eugenie C. Scott
* Section 1: Folk Theories, Conceptual and Perceptual Constraints
* 1 "Two-thousand Years of Stasis ": 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 "Get " 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