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Evolution ChallengesIntegrating Research and Practice in Teaching and Learning about Evolution$
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Karl S. Rosengren, Sarah K. Brem, E. Margaret Evans, and Gale M. Sinatra

Print publication date: 2012

Print ISBN-13: 9780199730421

Published to Oxford Scholarship Online: September 2012

DOI: 10.1093/acprof:oso/9780199730421.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (www.oxfordscholarship.com). (c) Copyright Oxford University Press, 2019. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 20 November 2019

Commentary on Section II

Commentary on Section II

Bringing Multiple Levels of Analysis to Bear on Evolution Teaching and Learning

Chapter:
(p.428) 19 Commentary on Section II
Source:
Evolution Challenges
Author(s):

Sarah K. Brem

Gale M. Sinatra

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199730421.003.0019

This chapter summarizes the content of the chapters from the second half of the book. It is suggested that it is important to consider how multiple levels of analysis might lead to more effective approaches to teaching and learning about evolution. The chapter suggests that an isolated focus on cognitive misconceptions and educational approaches to overcome them rooted in cognitive psychology have led to an incomplete and incorrect analysis of the challenges that individuals face when learning about evolution and accepting evolution. It is argued that a multi-layered approach that integrates theories and explanations at multiple levels of analysis is needed. The chapter also summarizes curriculum models presented in the last six chapters, exploring how they utilize multi-faceted approaches.

Keywords:   educational approaches, evolution understanding, evolution acceptance, multiple levels of analysis, curriculum models

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