- Inbunden (Hardback)
- Antal sidor
- OUP USA
- Brem, Sarah K. / Evans, E. Margaret / Sinatra, Gale M.
- 247 x 171 x 38 mm
- Antal komponenter
- 861 g
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Integrating Research and Practice in Teaching and Learning about Evolution
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Science & Education Evolution Challenges is without question one of the most outstanding scholary titles on evolution education that I have read in the past 20 years. The diversity of scholary perspectives and methodological approaches in this collection exemplifies why evolution education continues to be one of the most fecund, fascinating and informative areas of science education research. I expect this innovative collection of studies to impact how the community envisions
challenges of evolution education for years to come.
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<br>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. <br>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. <br>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. In her current studies she investigates the emergence of developmental learning progressions for evolution as children and their parents encounter museum exhibitions on evolution. <br>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.<br>
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