Darwinian and Lamarckian Models Used by Students and Their Representation
As a part of a larger study on the learning of natural selection by secondary school and university students, an attempt was made to identify conceptions that belong to the Darwinian model, taught in school science, and the Lamarckian model, the alternative view most widely used by students. This paper focuses on the different conceptions that make part of the frameworks used for explaining biological change, and the way they are related or structured. These relations are represented here as conceptual maps, intended to be used as tools in instruction and teacher training.
KeywordsKnowledge representation Natural selection Conceptual maps Students’ ideas Functional knowledge
Unable to display preview. Download preview PDF.
- 1.Ausubel, D., Novak, J. & Hanesian, H.: Educational Psychology: cognitive view, Holt, Rinehart and Winston 1979.Google Scholar
- 4.Brumby, M.: Students’ perceptions and learning styles associated with the concept of Evolution by Natural Selection. Ph. D. Thesis, Surrey, 1979.Google Scholar
- 7.Darwin, C. & Wallace, A.: 1859 On the tendency of species to form varieties and on the perpetuation of varieties and species by natural means of Selection. J. of the Linnean Society of London (Zoology), 3, 45–62 in Harris Evolution, Genesis and Revelation, State Univ. of NY Press 1981.CrossRefGoogle Scholar
- 10.Gruber, H.: Darwin on man. A Psychological study of scientific creativity. The University of Chicago Press 1981.Google Scholar
- 12.Hewson, P.: Epistemological commitments in the learning of Science: examples from dynamics. Eur.J. of Science Education, 7(2), 163–172, 1985.Google Scholar
- 14.Jimenez Aleixandre, M.P.: Los esquemas conceptuales sobre la Seleccion Natural: análisis y propuestas para un cambio conceptual. Doctoral Thesis, University Complutense, Madrid 1990.Google Scholar
- 16.Jimenez, M.P. & Fernandez, J.: Selection or adjustment? Explanations of University Biology Students for Natural Selection Problems. In: Proc. Int. Sem. Misconc. & Educ. Strategies in Science & Math ( Novak, ed.), Vol II, pp. 224–232. Cornell University, 1987.Google Scholar
- 18.McClelland, J.: Alternative frameworks: interpretation of evidence. European Journal of Science Educ, 6(1),, 1–6, 1984.Google Scholar
- 21.Pozo, J.I.: Aprendizaje de la ciencia y pensamiento causal. Visor, Madrid 1987.Google Scholar
- 22.West, L., Fensham, P. & Garrard, J.: Describing the cognitive structures of learners following instruction in chemistry. In: Cognitive structure and conceptual change ( West & Pines, eds.). Orlando: Academic Press 1985.Google Scholar