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Evolution Learning and Creationism: Thinking in Informal Learning Environments

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Evolution Education Re-considered

Abstract

Creationist conceptions and biblical explanations can impact students’ conceptions, their perceptions of the natural world, and therefore hinder their acceptance of science and its explanations. This chapter presents two case studies that research the interplay between creationist conceptions and evolution understanding in informal learning environments . Case study one deals with the topic of the emergence of humankind in an exhibition presented to visitors in an IKEA store. This study shows that in terms of human descent, the learning environment could improve argumentation towards more scientifically accepted views, but also that the conception of ‘special creation’ could not be altered. Case study two deals with a guided tour about the evolution of life throughout geological eras in a natural history museum . The study analyses the relationship of evolution knowledge and creationist conceptions . The results show that while evolution knowledge could be improved, creationist conceptions became less prominent. Both studies are discussed in terms of implications for learning in informal (and formal) learning environments.

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Acknowledgements

We thank Franziska Perau for collecting data and Annette Scheersoi and Ulrich Kattmann for cooperation in study 1. We thank Anne Ahrens from Kassel University for collecting data and the Naturkundemuseum im Ottoneum Kassel for providing the museum infrastructure for study 2.

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Authors and Affiliations

  1. Science Education, University of Bamberg, Markusplatz 3-Noddack-Haus, 96047, Bamberg, Germany

    Jorge Groß

  2. Leibniz University of Hanover, Hanover, Germany

    Kerstin Kremer

  3. University of Applied Sciences and Arts Northwestern Switzerland (FHNW), School of Education, Basel, Switzerland

    Julia Arnold

Authors
  1. Jorge Groß
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  2. Kerstin Kremer
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  3. Julia Arnold
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Corresponding author

Correspondence to Jorge Groß .

Editor information

Editors and Affiliations

  1. IPN - Leibniz Institute for Science and Mathematics Education at Kiel University, Kiel, Germany

    Ute Harms

  2. Institute of Education, University College London, London, UK

    Michael J. Reiss

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Groß, J., Kremer, K., Arnold, J. (2019). Evolution Learning and Creationism: Thinking in Informal Learning Environments. In: Harms, U., Reiss, M. (eds) Evolution Education Re-considered. Springer, Cham. https://doi.org/10.1007/978-3-030-14698-6_16

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  • DOI: https://doi.org/10.1007/978-3-030-14698-6_16

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-14697-9

  • Online ISBN: 978-3-030-14698-6

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