NDLI: Preliminary Evolutionary Explanations: A Basic Framework for Conceptual Change and Explanatory Coherence in Evolution

Content Provider	Springer Nature Link
Author	Kampourakis, Kostas Zogza, Vasso
Copyright Year	2008
Abstract	This study aimed to explore secondary students’ explanations of evolutionary processes, and to determine how consistent these were, after a specific evolution instruction. In a previous study it was found that before instruction students provided different explanations for similar processes to tasks with different content. Hence, it seemed that the structure and the content of the task may have had an effect on students’ explanations. The tasks given to students demanded evolutionary explanations, in particular explanations for the origin of homologies and adaptations. Based on the conclusions from the previous study, we developed a teaching sequence in order to overcome students’ preconceptions, as well as to achieve conceptual change and explanatory coherence. Students were taught about fundamental biological concepts and the several levels of biological organization, as well as about the mechanisms of heredity and of the origin of genetic variation. Then, all these concepts were used to teach about evolution, by relating micro-concepts (e.g. genotypes) to macro-concepts (e.g. phenotypes). Moreover, during instruction students were brought to a conceptual conflict situation, where their intuitive explanations were challenged as emphasis was put on two concepts entirely opposed to their preconceptions: chance and unpredictability. From the explanations that students provided in the post-test it is concluded that conceptual change and explanatory coherence in evolution can be achieved to a certain degree by lower secondary school students through the suggested teaching sequence and the explanatory framework, which may form a basis for teaching further about evolution.
Starting Page	1313
Ending Page	1340
Page Count	28
File Format	PDF
ISSN	09267220
Journal	Science & Education
Volume Number	18
Issue Number	10
e-ISSN	15731901
Language	English
Publisher	Springer Netherlands
Publisher Date	2008-08-10
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Interdisciplinary Studies History Philosophy of Science Science Education
Content Type	Text
Resource Type	Article
Subject	Education

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

Explanatory Identities and Conceptual Change

A Conceptual Analysis of Evolutionary Theory for Teacher Education

Conceptual Change from the Framework Theory Side of the Fence

Quantum Particles as Conceptual Entities: A Possible Explanatory Framework for Quantum Theory

Students’ intuitive explanations of the causes of homologies and adaptations

Introduction: Conceptual Change and Its Models

Towards to An Explanation for Conceptual Change: A Mechanistic Alternative

Special Theory of Relativity, Conceptual Change and History of Science

Science and Literature: Towards a Conceptual Framework

Preliminary Evolutionary Explanations: A Basic Framework for Conceptual Change and Explanatory Coherence in Evolution

Similar Documents

Explanatory Identities and Conceptual Change

A Conceptual Analysis of Evolutionary Theory for Teacher Education

Conceptual Change from the Framework Theory Side of the Fence

Quantum Particles as Conceptual Entities: A Possible Explanatory Framework for Quantum Theory

Students’ intuitive explanations of the causes of homologies and adaptations

Introduction: Conceptual Change and Its Models

Towards to An Explanation for Conceptual Change: A Mechanistic Alternative

Special Theory of Relativity, Conceptual Change and History of Science

Science and Literature: Towards a Conceptual Framework

Preliminary Evolutionary Explanations: A Basic Framework for Conceptual Change and Explanatory Coherence in Evolution