Teachers' views on understanding evolutionary theory: A PCK-study in the framework of the ERTE-model

Dijk, Esther M. van

doi:10.1016/j.tate.2008.09.008

Cited by 46 publications

(31 citation statements)

References 26 publications

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“…However, the theory of evolution is not well understood by high school students (e.g., Kampourakis and Zogza 2008), undergraduate students (e.g., Alters and Nelson 2002;Peker et al 2010), pre-service teachers (e.g., Akyol et al 2010;Crawford et al 2005;Deniz et al 2008;Graf and Soran 2011), as well as in-service teachers (e.g., Nehm and Reilly 2007). Indeed, these findings are not surprising considering the extant research evidence that the theory of evolution has not been addressed effectively in science classes (e.g., Hermann 2008;Moore 2007;Moore and Kraemer 2005;Moore et al 2006;Rutledge and Mitchell 2002;van Dijk 2009). For example, in an attempt to gain insights about the status of evolution instruction, a series of research studies were conducted in Minnesota by Moore and many of his colleagues (Moore 2007;Moore and Kraemer 2005;Moore et al 2006).…”

Section: Introductionmentioning

confidence: 99%

Relationships among Teachers’ Knowledge and Beliefs Regarding the Teaching of Evolution: A Case for Turkey

2012

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The research study investigated the possible associations among science and biology teachers' knowledge and belief variables concerning teaching evolution in science and biology classes. Specifically, this study examined how a set of variables including teachers' understanding of evolution and nature of science (NOS) is related to the set of variables including teachers' acceptance of evolution and perceptions of teaching evolution (i.e., perceptions of the necessity of addressing evolution in their classrooms, perceptions of the factors that impede addressing evolution in their classrooms, and personal science teaching efficacy beliefs regarding evolution). Data were collected from science and biology teachers through administration of Evolution Content Knowledge Test, Measure of Acceptance of the Theory of Evolution, Nature of Science as Argument Questionnaire and Teachers' Perceptions of Teaching Evolution Scale. Canonical correlation analysis findings suggested that teachers who had thorough understanding of evolution and NOS were likely to both accept the scientific validity of evolution and believe the necessity of addressing evolution in the classrooms. On the other hand, teachers with thorough understanding of evolution and NOS did not necessarily believe that they have a stronger sense of self-efficacy beliefs regarding teaching evolution and that there are fewer obstacles to addressing evolution in the classroom. The research is significant in that it provides empirical evidence clarifying the interactions between teachers' understanding and beliefs in teaching evolution. Implications for science teacher education are discussed.

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Section: Introductionmentioning

confidence: 99%

Relationships among Teachers’ Knowledge and Beliefs Regarding the Teaching of Evolution: A Case for Turkey

2012

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“…Moore's (2007) survey of 107 secondary science teachers revealed that 34% of participants reported including creationism in the curriculum or not teaching evolution at all. When science teachers do teach evolution, they tend to teach the mechanisms of evolution, such as natural selection, while avoiding large-scale evolutionary trends such as speciation, descent from common ancestry, and human evolution (Aguillard 1999;Schulteis 2010;Tidon and Lewontin 2004;van Dijk 2009). Teachers tend to spend no more than a few weeks on evolution instruction (Berkman et al 2008;Rutledge and Mitchell, 2002), and are not likely to view evolution as a unifying theme in the curriculum (Berkman et al 2008).…”

Section: Review Of Literaturementioning

confidence: 99%

Development and evaluation of a model for secondary evolution educators’ professional development needs

et al. 2014

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Background: Professional development (PD) efforts have improved acceptance and pedagogical practice related to the theory of evolution in high school biology teachers. However, these teachers express need for more PD related to evolution. It therefore becomes necessary to understand teachers' PD needs prior to structuring PD efforts. Methods: We formulated and validated a model to explain secondary teachers' PD needs using data from a survey of 276 secondary biology teachers who reported teaching evolution. Results: In addition to reliable subscales, we found that obstacles to teaching evolution, school and community support for evolution instruction, confidence in evolution instruction, and prior coursework in evolution provide a model for PD needs which balances fit and parsimony. Conclusions: Applications of this model toward the goal of targeting PD efforts are discussed.

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“…Evolution constitutes a connective basis for all of the foregoing fields of biology (Grace, 2011). Evolution that can be regarded as central to biology is an interdisciplinary subject and plays a key role in understanding the basic subjects of biology including the structure of cell, cell division, inheritance, reproduction and so on (Banet & Ayuso, 2003;van Dijk, 2009;van Dijk & Kattman, 2009). Theory of evolution forms the basis of biology, and nothing in biology makes sense except in the light of evolution (Dobzhansky, 1973).…”

Section: Introductionmentioning

confidence: 99%

Biyoloji Öğretmen Adaylarının Evrim Teorisi Hakkındaki Kavram Yanılgıları

Keskin¹,

Köse²

2017

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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Özet -Tüm biyolojik alanlar için merkezi ve birleştirici bir temel teşkil evrim teorisi disiplinler arası bir konudur ve biyolojinin bazı temel kavramlarını anlamada önemli bir rol oynar. Etkili bir şekilde evrim teorisini öğretmek biyoloji öğretmenlerinin sorumluluğunda olduğundan, bu çalışmada biyoloji öğretmen adaylarının evrim teorisi hakkında kavram yanılgılarını tespit etmek amaçlanmıştır. Bu amaçla, çalışma 117 biyoloji öğretmen adayı ile yürütülmüştür. Evrim teorisinin ne olduğu hakkında doğru-yanlış sorulardan oluşan iki aşamalı bir kavram yanılgısı teşhis testi kullanılmıştır. Testten elde edilen nitel ve nicel verilere dayanarak, öğretmenlerin bu konuda bir hayli kavram yanılgısı taşıdıkları tespit edilmiştir. Çalışmaya katılan biyoloji öğretmen adaylarının çoğunluğunun temel evrim teorisinin süreci hakkında yanlış anlamalarının yanı sıra temel evrim kavramları hakkında da bir çok kavram yanılgılarına sahip olmaları dikkat çekicidir. Bu yanılgıların olası nedenlerini ortadan kaldırmak için önerilerde bulunulmuştur.Anahtar kelimeler: kavram yanılgıları, biyoloji öğretmen adayları, evrim teorisi, biyoloji eğitimi. ÖzetGiriş: Biyolojik alanların hepsini birleştirici bir temel oluşturan ve merkezi olarak değerlendirilebilecek olan evrim teorisi, disiplinler arası bir konudur ve biyoloji dersinin temeli olan bazı kavramların anlaşılmasında önemli bir rol oynamaktadır.Kavram öğretimi, öğrenme süreçlerinde üzerinde sıkça durulması gereken konuların başında yer almaktadır. Bir konu alanına ilişkin kavramların bilinmesi ile bu kavramlar arasındaki ilişkiler yeni öğrenilecek ya da öğretilecek konulara temel oluşturmaktadır. Dolayısıyla, bir kavramın yanlış ya da eksik öğrenilmesi, bundan sonraki ilişkileri de tetikleyeceğinden, sarmal biçimde kavramsal eksikliklere ya da yanılgılara yol açacak sonuçlar ortaya çıkartacaktır (Atasayar, 2008 BouJaoude ve diğerleri, 2011; Deniz, Donelly, ve Yılmaz, 2008;Fahrenwald, 1999; Graf ve Soran, 2011; Kim ve Nehm, 2010; Pazza, Penteado ve Kavako, 2010;Smith, 2010; van Dijk ve Reydon, 2010). obtained from test, it was found that teachers carry a great deal of misconceptions about this subject. It is noteworthy that majority of the prospective biology teachers have misconceptions about the basic theory and concepts of evolution as well as concepts describing the evolutionary process. Suggestions were made to address and eliminate possible causes of these misconceptions. KESKİN, B. & ÖZAY KÖSE, E.

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Teachers' views on understanding evolutionary theory: A PCK-study in the framework of the ERTE-model

Cited by 46 publications

References 26 publications

Relationships among Teachers’ Knowledge and Beliefs Regarding the Teaching of Evolution: A Case for Turkey

Relationships among Teachers’ Knowledge and Beliefs Regarding the Teaching of Evolution: A Case for Turkey

Development and evaluation of a model for secondary evolution educators’ professional development needs

Biyoloji Öğretmen Adaylarının Evrim Teorisi Hakkındaki Kavram Yanılgıları

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