Learning about Genes and Evolution through Formal and Informal Education

“It’s the X and Y Thing”: Cross-sectional and Longitudinal Changes in Children’s Understanding of Genes

“…This has led developmental psychologists to focus their research efforts at younger children (4-7 years). On the other hand, research in science education has explored genetic concepts among older children and adolescents because of demonstrable difficulties in learning formal genetics (e.g., Engel-Clough and Wood-Robinson 1985;Evans 2000;Finkel 1996;Furnham 1992;Kargbo et al 1980;Lawson and Thompson 1988;Lewis et al 2000aLewis et al , 2000bLewis et al , 2000cLewis and Kattmann 2004;Longden 1982;Slack and Stewart 1990;Stewart 1982;Thomas 2000;Wood-Robinson 1994). Studies in science education tend to focus on adolescents in secondary school and to a far lesser extent on children in the late primary school years (except Deadman and Kelly 1978;Venville et al 2005).…”

Using the logical basis of phylogenetics as the framework for teaching biology

“…The results of deficient learning are the permanence and diffusion of a great roll of problematic issues about evolution and correlated subjects (for examples, see Bishop & Anderson, 1990;Aleijandre, 1994;Settlage, 1994;Zuzovsky, 1994;Demastes et al, 1995Demastes et al, , 1996Jensen & Finley, 1996;Ferrari & Chi, 1998;Thomas, 2000;Anderson et al, 2002;and Passmore & Stewart, 2002). Concepts such as temporal dimension and its consequences to the evolutionary process are commonly misinterpreted, as well as the genealogical relationships among men and other animals, whether humans originated through purely natural processes from other forms of life, and the difference between evolutionary changes, evolutionary novelties and progress.…”

On Developing Content‐oriented Theories Taking Biological Evolution as an Example

“…That adaptation is a difficult concept to learn when being taught the theory of evolution by natural selection has been documented for many different languages (Baalmann, Frerichs & Illner, 1998;Bizzo, 1994;Brumby, 1981;Engel Clough & Wood-Robinson, 1985a;Halldén, 1988;Jensen & Finley, 1995;Jungwirth, 1975;Thomas, 2000). One reason may be that this term is used for both everyday and scientific concepts (Brumby 1981).…”

“…Bishop & Anderson, 1990;Brumby, 1984;Ferrari & Chi, 1998;Settlage, 1994), or when characteristics acquired during a lifetime are inherited, (e.g. Bishop & Anderson, 1990;Engel Clough & Wood-Robinson, 1985b;Kargbo, Hobbs & Erickson, 1980;Ramorogo & WoodRobinson, 1995;Thomas, 2000;Wood-Robinson, 1994). …”