The species category as a scientific kind

Hazelwood, Caleb

doi:10.1007/s11229-018-02025-4

Cited by 1 publication

(1 citation statement)

References 21 publications

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“…First, biological entities are not directly comparable with each other (Mishler & Donoghue, 1982;Zachos, 2016). Second, these entities can be identified in different ways, which also represent different definitions of the species concept and therefore of the species category (Ereshefsky, 1998;Stanford, 1995), without being able to unify (Hazelwood, 2018). Third, they can be involved in lateral gene transfer even in taxa that are considered distant from each other, either by hybridization or by horizontal gene transfer (Mallet et al, 2016).…”

Section: Species Taxa and The Species Categorymentioning

confidence: 99%

The species problem in evolution education

Manikas

Leonardos

Sotiropoulos

et al. 2023

Journal of Mathematics and Science Teacher

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An issue that might concern the species problem is the understanding and acceptance of evolution by students. The reason is that some of the modern concepts, which have been developed to define the species category, do not fit the evolutionary theory. In addition, some other concepts are simply criteria for the delimitation of species taxa. In particular, the biological and morphological species concepts, which are present in every textbook and are used almost exclusively in the teaching of evolution, can intensify students’ essentialist perceptions. However, these perceptions could be effectively dealt with the development of the species problem and the nature of species taxa in the classroom, and also the treatment of species as one more level of organization of biological systems during teaching process. This approach is employed in a lesson with a view to contributing to the structure of a fully developed conceptual framework by the students in order to understand the evolution.

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