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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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Encountering Counterintuitive Ideas

Encountering Counterintuitive Ideas

Constructing a Developmental Learning Progression for Evolution Understanding

(p.174) 8 Encountering Counterintuitive Ideas
Evolution Challenges

E. Margaret Evans

Karl S. Rosengren

Jonathan D. Lane

Kristen L. S. Price

Oxford University Press

This chapter provides evidence for a developmental learning progression, which can bridge the gap between everyday intuition and scientific reasoning about evolutionary change. First, it describes the learning principles that motivate a developmental learning progression and how they differ from those found in the learning progressions constructed by researchers working in formal education. The chapter then focuses on a developmental learning progression for biological evolution and details how children's and adults' intuitive theories about the natural world constrain their understanding of evolutionary theory, rendering it counterintuitive. The chapter then applies the proposed learning principles to children's and adults' emerging grasp of evolutionary theory and describe both age-related changes in children's and adults' reasoning and changes in reasoning following visits to informal science exhibits on evolution.

Keywords:   child development, learning progression, evolution, constraints, intuitive theories, informal science education

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