2021
DOI: 10.1007/978-3-030-86051-6_9
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How are High-School Students’ Teleological and Essentialist Conceptions Expressed in the Context of Genetics and What Can Teachers Do to Address Them?

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Cited by 2 publications
(3 citation statements)
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“…The GET questionnaire was developed to measure students' teleology and essentialism conceptions in the context of genetics (for more information about its items, see Data S1, or Stern, Kampourakis, et al, 2020). It was administered to 396 secondary‐school students and results indicated that students hold genetic teleology misconceptions and genetic essentialism misconceptions (Stern et al, 2021).…”
Section: Methodsmentioning
confidence: 99%
“…The GET questionnaire was developed to measure students' teleology and essentialism conceptions in the context of genetics (for more information about its items, see Data S1, or Stern, Kampourakis, et al, 2020). It was administered to 396 secondary‐school students and results indicated that students hold genetic teleology misconceptions and genetic essentialism misconceptions (Stern et al, 2021).…”
Section: Methodsmentioning
confidence: 99%
“…One of the major obstacles in developing conceptual knowledge, for example, regarding evolution, are cognitive biases because these intuitive ways of thinking influence students' conceptions and can interfere with the development of sound conceptual knowledge about evolution and other scientific topics (Barnes, Evans, et al, 2017;Coley & Tanner, 2015;Kampourakis, 2007;Richard et al, 2017;Stern et al, 2022;Talanquer, 2006). However, cognitive biases are productive in other contexts, making it necessary for students to develop metacognitive knowledge to know why and in which contexts they should, respectively, should not draw on cognitive biases.…”
Section: Intuitive Conceptions Based On Cognitive Biases and Scientif...mentioning
confidence: 99%
“…While there are topic-specific conceptions, there are also general intuitive ways of thinking that impact students' conceptions in various of these and other scientific topics (Barnes, Evans, et al, 2017;Coley & Tanner, 2015;Richard et al, 2017). Especially teleology, anthropomorphism, and essentialism are described as relevant cognitive biases in various domains of science (Coley & Tanner, 2015;Gregory, 2009;Hartelt et al, 2022;Kampourakis, 2007;Stern et al, 2022;Talanquer, 2006). These cognitive biases are widespread because they are core features of human cognition (Coley & Tanner, 2012;Guthrie, 1997;Kelemen, 1999;Shtulman, 2017).…”
Section: Introductionmentioning
confidence: 99%