Evolution and the textbook structure of biology

Moody, David E.

doi:10.1002/(sici)1098-237x(199607)80:4<395::aid-sce2>3.0.co;2-8

Cited by 16 publications

(12 citation statements)

References 23 publications

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“…Even in states where evolution has been deemed appropriate for the science curriculum, many parents choose to either homeschool their children or enrol them in religious private schools in order to keep them from being exposed to instruction that contradicts their religious beliefs (Apple, 2008;Long, 2012). Evidence of this controversy can also be seen in analyses of American biology textbooks which have found coverage of evolution to not commensurate with its importance to understanding the nature of science in biology (e.g., Moody, 1996;Rosenthal, 1985;Skoog, 1984). In other nations, such as Britain, the controversy over the teaching of evolution may not have as extensive a history, but research suggests that it has become a topic of contention in recent years (e.g., Allgaier & Holliman, 2006).…”

Section: The Evolution Controversy In Sciencementioning

confidence: 99%

Learning from each other: what social studies can learn from the controversy surrounding the teaching of evolution in science

Journell

2013

The Curriculum Journal

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This article addresses the need for researchers to move beyond discipline-specific approaches to research and practice and offers an example of how interdisciplinary understandings can increase knowledge in respective disciplines. The specific focus of the article is the shared challenges of broaching controversy in science and social studies classrooms. Although there is much that social studies teachers can learn about the teaching of controversial public issues from the challenges science educators face in teaching evolutionary theory, and vice versa, the two literature bases have little overlap. Through this example of broaching curricular controversy in the classroom, the author argues that content instruction can be improved by increasing awareness of research and practice in other disciplines

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Section: The Evolution Controversy In Sciencementioning

confidence: 99%

Learning from each other: what social studies can learn from the controversy surrounding the teaching of evolution in science

Journell

2013

The Curriculum Journal

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“…Dentre estes se destacam as edições do BSCS, tanto no texto como na figura da girafa se alimentando de folhas das partes mais altas da árvore. O destaque para as edições do BSCS está de acordo com os resultados de Skoog (1979), Rosenthal (1985) e Moody (1996). Nas edições mais recentes (2004 e 2006), o exemplo e a figura da girafa não estão presentes, talvez como resultado das críticas dirigidas a este tema nos livros didáticos ( RO-QUE, 2003;MARTINS, 1997;GOULD, 1996;BIZZO, 1991 ).…”

Section: Lamarck E Darwin Nos Livros Didáticos De Biologiaunclassified

“…O conteúdo sobre evolução, no livro didático, não pode ser considerado como um mero tópico programático da Biologia, pois representa o fundamento teórico desta área de conhecimentos (MOODY, 1996). Como escreve Dobzhanski (1973), nada em Biologia faz sentido senão à luz da evolução.…”

Section: Considerações Finaisunclassified

As teorias de Lamarck e Darwin nos livros didáticos de Biologia no Brasil

Almeida

Falcão

2010

Ciênc. educ. (Bauru)

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Resumo: As teorias de Lamarck e Darwin são analisadas numa amostra de livros didáticos brasileiros de biologia, num período de sessenta anos. A de Darwin ocupa, nos livros didáticos, uma área maior do que a de Lamarck. Nestes é variável a extensão do conteúdo de Lamarck. Dentre os livros, destacam-se as edições do BSCS. Nestas, pela primeira vez, é apresentado o exemplo da figura do alongamento do pescoço da girafa, para ilustrar as diferenças de abordagem entre as teorias, e reproduzido desde então na maioria dos livros didáticos. Na teoria de Darwin, o principal conceito referenciado pelos autores é o da seleção natural, e, na de Lamarck, a herança dos caracteres adquiridos. As duas teorias são diferentemente apresentadas nos livros didáticos de biologia no Brasil. Darwin é apresentado como modelo de cientista e Lamarck como um teórico especulativo, tendo a sua teoria consideravelmente deformada, distante da formulação original.Palavras-chave: Evolução. Teorias de Lamarck e Darwin. Livros didáticos de Biologia. Abstract:Theories formulated by Lamarck and Darwin are analyzed in a sample of Brazilian textbooks on biology published in a period of sixty years. Darwin's theory is covered more than Lamarck's theory. Among the analyzed books, an important mention must be addressed for BSCS editions, since the example of the elongation of the giraffes'' necks for illustrating differences between both theories is presented in this series for the first time, and since then has been adopted by the majority of other textbooks on biology. The main concepts presented as representative of Darwin's and Lamarck's theories by all textbooks are natural selection and the inheritance of acquired characters, respectively. Not only theories but also the authors are differently presented in reviewed textbooks: while Darwin is presented as a model of scientist, Lamarck appears as a speculative theoretician, his theoretical propositions being remarkably deformed and changed from their original formulations.

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“…Several authors have assessed how textbooks deal with topics related to evolutionary biology in several parts of the world, and found that, in many cases, the textbooks analyzed not only fail to address student's difficulties, but also do not even constitute a good resource for traditional teaching (Aleixandre, 1994;Swarts et al, 1994;Jeffery and Roach, 1994). In the US, where the exposition of evolutionary biology theory in secondary-level biology textbooks has been adversely affected for many years due to the influence of a nonscientific segment of public opinion, a marked increase has occurred in the role played by evolution in the generation of textbooks published during the 1990s (Moody, 1996). In Brazil, the "National Program of Didactic Books", led by the Ministry of Education, led to a significant improvement in the quality of books used in Fundamental Education (Bizzo, 2000).…”

Section: Didactic Materials and Curriculummentioning

confidence: 99%

Teaching evolutionary biology

2004

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Evolutionary Biology integrates several disciplines of Biology in a complex and interactive manner, where a deep understanding of the subject demands knowledge in diverse areas. Since this knowledge is often inaccessible to the majority of specialized professionals, including the teachers, we present some reflections in order to stimulate discussions aimed at the improvement of the conditions of education in this area. We examine the profile of evolutionary teaching in Brazil, based on questionnaires distributed to teachers in Secondary Education in the Federal District, on data provided by the "National Institute for Educational Studies and Research", and on information collected from teachers working in various regions of this country. Issues related to biological misconceptions, curriculum and didactic material are discussed, and some proposals are presented with the objective of aiding discussions aimed at the improvement of the teaching of evolutionary biology.

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Evolution and the textbook structure of biology

Cited by 16 publications

References 23 publications

Learning from each other: what social studies can learn from the controversy surrounding the teaching of evolution in science

Learning from each other: what social studies can learn from the controversy surrounding the teaching of evolution in science

As teorias de Lamarck e Darwin nos livros didáticos de Biologia no Brasil

Teaching evolutionary biology

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