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Articles 31 - 35 of 35
Full-Text Articles in Education
Measuring Knowledge Of Natural Selection: A Comparison Of The C.I.N.S., An Open-Response Instrument, And An Oral Interview, Ross Nehm, Irvin Sam Schonfeld
Measuring Knowledge Of Natural Selection: A Comparison Of The C.I.N.S., An Open-Response Instrument, And An Oral Interview, Ross Nehm, Irvin Sam Schonfeld
Publications and Research
Growing recognition of the central importance of fostering an in-depth understanding of natural selection has, surprisingly, failed to stimulate work on the development and rigorous evaluation of instruments that measure knowledge of it. We used three different methodological tools, the Conceptual Inventory of Natural Selection (CINS), a modified version of Bishop and Anderson's (Bishop and Anderson [1990] Journal of Research in Science Teaching 27: 415-427) open-response test that we call the Open Response Instrument (ORI), and an oral interview derived from both instruments, to measure biology majors' understanding of and alternative conceptions about natural selection. We explored how these instruments …
Evolution In The Classroom: Should We Change Our Approach In Light Of The Intelligent Design Controversy?, Bruce Byers
Evolution In The Classroom: Should We Change Our Approach In Light Of The Intelligent Design Controversy?, Bruce Byers
Science and Engineering Saturday Seminars
No abstract provided.
Does Increasing Biology Teacher Knowledge Of Evolution And The Nature Of Science Lead To Greater Advocacy For The Teaching Of Evolution In Schools?, Ross Nehm, Irvin Sam Schonfeld
Does Increasing Biology Teacher Knowledge Of Evolution And The Nature Of Science Lead To Greater Advocacy For The Teaching Of Evolution In Schools?, Ross Nehm, Irvin Sam Schonfeld
Publications and Research
This study investigated whether or not an increase in secondary science teacher knowledge about evolution and the nature of science gained from completing a graduate-level evolution course was associated with greater preference for the teaching of evolution in schools. Forty-four precertified secondary biology teachers participated in a 14-week intervention designed to address documented misconceptions identified by a precourse instrument. The course produced statistically significant gains in teacher knowledge of evolution and the nature of science and a significant decrease in misconceptions about evolution and natural selection. Nevertheless, teachers' postcourse preference positions remained unchanged; the majority of science teachers still preferred …
Who Believes What? Clearing Up Confusion Over Intelligent Design And Young-Earth Creationism, Marcus R. Ross
Who Believes What? Clearing Up Confusion Over Intelligent Design And Young-Earth Creationism, Marcus R. Ross
Marcus R. Ross
The question of what differentiates young-Earth creationism (YEC) from Intelligent Design (ID) has resulted in inaccurate and confusing terminology, and hinders both understanding and dialogue. Though both YEC and ID groups have drawn distinctions between themselves, previous attempts to classify design-based positions on origins have been unable to adequately resolve their relationships. The Nested Hierarchy of Design, a multiple-character classification system, categorizes teleological positions according to the strength of claims regarding the reality, detectability, source, method, and timing of design, and results in an accurate and robust classification of numerous positions. This method avoids the philosophical and theological pitfalls of …
Effects Of Student Ontological Position On Cognition Of Human Origins, Jeremy Ervin
Effects Of Student Ontological Position On Cognition Of Human Origins, Jeremy Ervin
Faculty Dissertations
In this study, the narratives from a hermeneutical dialectic cycle of three high school students were analyzed to understand the influences of ontological position on the learning of human origins. The interpretation of the narratives provides the reader an opportunity to consider the learning process from the perspective of worldview and conceptual change theories. Questions guiding this research include: Within a context of a worldview, what is the range of ontological positions among a high school AP biology class? To what extent does ontological position influence the learning of scientific concepts about human origins? If a student’s ontological position is …