Evolution: Education and Outreach

, Volume 1, Issue 2, pp 189–195

Changing Minds? Implications of Conceptual Change for Teaching and Learning about Biological Evolution

Authors

    • University of Nevada, Las Vegas
  • Sarah K. Brem
    • Arizona State University
  • E. Margaret Evans
    • Center for Human Growth and DevelopmentUniversity of Michigan
Original Science/Evolution Review

DOI: 10.1007/s12052-008-0037-8

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

Copyright information

© Springer Science+Business Media, LLC 2008