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Preliminary Evolutionary Explanations: A Basic Framework for Conceptual Change and Explanatory Coherence in Evolution
This study aimed to explore secondary students’ explanations of evolutionary processes, and to determine how consistent these were, after a specific evolution instruction. In a previous study it wasExpand
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Students’ intuitive explanations of the causes of homologies and adaptations
This paper reports data from a study aiming to explore secondary students’ preconceptions and explanations about evolutionary processes. Students may exhibit both alternative and scientificallyExpand
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The “general aspects” conceptualization as a pragmatic and effective means to introducing students to nature of science
Teaching about nature of science (NOS) is considered as an important goal of science education in various countries. Extensive empirical research about how some aspects of NOS can be effectivelyExpand
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Mendel and the Path to Genetics: Portraying Science as a Social Process
Textbook descriptions of the foundations of Genetics give the impression that besides Mendel’s no other research on heredity took place during the nineteenth century. However, the publication of theExpand
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Students’ Preconceptions About Evolution: How Accurate is the Characterization as “Lamarckian” when Considering the History of Evolutionary Thought?
In this paper, the main points of Lamarck’s and Darwin’s theoretical conceptual schemes about evolution are compared to those derived from 15 years old students’ explanations of evolutionaryExpand
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Teaching About Adaptation: Why Evolutionary History Matters
Adaptation is one of the central concepts in evolutionary theory, which nonetheless has been given different definitions. Some scholars support a historical definition of adaptation, considering itExpand
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Which question do polls about evolution and belief really ask, and why does it matter?
Data from studies conducted to determine acceptance rates for evolution are often misleading. The questions that are asked and compared to one another do not always give an authentic picture ofExpand
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Children’s Teleological Intuitions: What Kind of Explanations Do 7–8 Year Olds Give for the Features of Organisms, Artifacts and Natural Objects?
Research has shown that children usually provide teleological explanations for the features of organisms from a very early age (3–4 years old). However, it is not clear if teleology is appliedExpand
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Mendelian Genetics as a Platform for Teaching About Nature of Science and Scientific Inquiry: The Value of Textbooks
The purpose of this study was to analyze seven widely used high school biology textbooks in order to assess the nature of science knowledge (NOS) and scientific inquiry (SI) aspects they, explicitlyExpand
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Publish or Perish?
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