On Developing Content‐oriented Theories Taking Biological Evolution as an Example

Andersson, Björn; Wallin, Anita

doi:10.1080/09500690500498385

Cited by 46 publications

(36 citation statements)

References 44 publications

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“…In accordance with Andersson and Wallin (2006) and Jördens et al (2016), we propose that there are similar difficulties in the context of evolution education. Furthermore, we propose that there may be an analogous difficulty in connecting different timescales.…”

Section: Temporal and Spatial Scalesmentioning

confidence: 79%

“…Genetics instruction in introductory biology courses is often confined to Mendelian genetics and avoids the complexities of variation in quantitative traits (Batzli et al 2014) and the replication of DNA (inheritance of genotype), its transcription and translation (production of proteins) are often taught in isolation and with weak connection to natural selection. To help learners grasp these complexities, Andersson and Wallin (2006) and Knippels (2002) have argued that a "yo-yo approach" is needed, in which each level of organization is addressed, and moves between different levels are explicitly explained and displayed. Recently, Jördens et al (2016) described several problems related to disconnection and confusion between levels.…”

Section: Temporal and Spatial Scalesmentioning

confidence: 99%

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Biological Principles and Threshold Concepts for Understanding Natural Selection

2017

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Modern evolutionary theory is both a central theory and an integrative framework of the life sciences. This is reflected in the common references to evolution in modern science education curricula and contexts. In fact, evolution is a core idea that is supposed to support biology learning by facilitating the organization of relevant knowledge. In addition, evolution can function as a pivotal link between concepts and highlight similarities in the complexity of biological concepts. However, empirical studies in many countries have for decades identified deficiencies in students' scientific understanding of evolution mainly focusing on natural selection. Clearly, there are major obstacles to learning natural selection, and we argue that to overcome them, it is essential to address explicitly the general abstract concepts that underlie the biological processes, e.g., randomness or probability. Hence, we propose a twodimensional framework for analyzing and structuring teaching of natural selection. The first-purely biological-dimension embraces the three main principles variation, heredity, and selection structured in nine key concepts that form the core idea of natural selection. The second dimension encompasses four so-called thresholds, i.e., general abstract and/or nonperceptual concepts: randomness, probability, spatial scales, and temporal scales. We claim that both of these dimensions must be continuously considered, in tandem, when teaching evolution in order to allow development of a meaningful understanding of the process. Further, we suggest that making the thresholds tangible with the aid of appropriate kinds of visualizations will facilitate grasping of the threshold concepts, and thus, help learners to overcome the difficulties in understanding the central theory of life. Sci & Educ (2017) 26:953-973 https://doi

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Section: Temporal and Spatial Scalesmentioning

confidence: 79%

Section: Temporal and Spatial Scalesmentioning

confidence: 99%

Biological Principles and Threshold Concepts for Understanding Natural Selection

2017

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“…Other authors (Ohlsson and Bee 1992;Andersson and Wallin 2006;Catley 2006;Passmore and Stewart 2002;Shtulman 2006) have proposed slightly different lists which I have compiled with those above into the following (which may not be mutually exclusive):…”

Section: Introductionmentioning

confidence: 95%

Current Status of Research in Teaching and Learning Evolution: II. Pedagogical Issues

2009

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This is the second of two articles that address recent scholarship about teaching and learning about evolution. This second review seeks to summarize this state of affairs and address the implications of this work for the classroom by addressing four basic questions: (1) What is evolution?/What components of the theory are important at the introductory level? (2) Why do students and members of the public at large need to understand evolution? (3) What makes evolution difficult to teach and learn? and (4) What promising instructional approaches have been developed and tested? The paper will also focus on concerns about both the research designs and the measures used in this work. Based on this review, I will then propose a set of pedagogical implications and recommendations for the classroom instructor and call for studies to address specific gaps identified.

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“…For example, Anderson and Wallin (2006) report that students have difficulties to accept that random processes play a crucial role in a process that leads to well-adapted organisms. They find it difficult to believe that chance plays such an important part in the coming about of the organismal diversity that we see today.…”

Section: Variation and Mutationmentioning

confidence: 97%

A Conceptual Analysis of Evolutionary Theory for Teacher Education

Dijk

Reydon

2009

Sci & Educ

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In this paper we present a schematic overview of the central concepts in evolutionary theory, setting them off against the background of widespread misconceptions about them. Our aim is to provide high school teachers with (1) an overview of those particular concepts that they can expect students to have difficulties with, (2) a comparison of students' alternative conceptions with the corresponding accepted scientific concepts and (3) some recommendations for teaching these concepts. We aim to improve the learning and teaching of evolution by making the relevant conceptual debates within the fields of history and philosophy of science more accessible to science teachers. We intended this conceptual analysis to be of use as a teaching tool for in-service teachers, as well as biology teachers in training.

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On Developing Content‐oriented Theories Taking Biological Evolution as an Example

Cited by 46 publications

References 44 publications

Biological Principles and Threshold Concepts for Understanding Natural Selection

Biological Principles and Threshold Concepts for Understanding Natural Selection

Current Status of Research in Teaching and Learning Evolution: II. Pedagogical Issues

A Conceptual Analysis of Evolutionary Theory for Teacher Education

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