Changing Minds? Implications of Conceptual Change for Teaching and Learning about Biological Evolution Authors
Original Science/Evolution Review
First Online: 12 February 2008 Received: 14 December 2007 Accepted: 16 January 2008 DOI:
Cite this article as: Sinatra, G.M., Brem, S.K. & Evans, E.M. Evo Edu Outreach (2008) 1: 189. doi:10.1007/s12052-008-0037-8 Abstract
Learning about biological evolution presents particular challenges for students. Barriers to learning come in the form of students’ prior conceptions that conflict with the scientific perspective of biological change. Theory and research from developmental and educational psychology provide insight into these barriers. Helping students understand evolution is not simply a matter of adding to their existing knowledge, but rather, it means helping them to see the world in new and different ways. Theoretical perspectives on creating change in students’ conceptions have implications for teaching about biological evolution.
Keywords Evolution education Conceptual change Learning Teaching Evolution misconceptions
The material is based upon work supported by the National Science Foundation: Grant #0635629 to all three authors, #0133446 to the second author, and #0540152 to the third author.
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