INTERDISCIPLINARY JOURNAL OF ENVIRONMENTAL AND SCIENCE EDUCATION

Keyword: evolution

2 results found.

Research Article
Metacognitive Regulation of Essentialism in the Teaching of Evolution
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(4), e2295, https://doi.org/10.21601/ijese/12223
ABSTRACT: Essentialism is a way of reasoning that implies assuming that the members of a group share an immutable essence, and that the variation among the members of the group is negligible. Although this way of reasoning is useful for people in their everyday lives, it may pose difficulties in the learning of scientific models, particularly those of evolutionary biology. Essentialism, understood as an epistemological obstacle, requires some didactic work encouraging the development of metacognitive vigilance, in other words, the awareness and regulation of this way of thinking. In this article, we will characterize the processes of metacognitive regulation of essentialism that took place during a didactic sequence to teach evolution. The sequence was implemented in a secondary school in Argentina with 80 students. We will present some of the possibilities and difficulties of carrying out metacognitive regulation of essentialism in biology classrooms. From the use of thematic analysis, we have found that students seem to regulate essentialism in an implicit way during discussions with their classmates, at both the individual and social levels. Moreover, in the case of evolution learning, we distinguished two types of specific regulations: the regulation of ‘typologism’ and that of ‘noise’. In this sense, we consider that essentialism is not regulated as a whole, but instead through some of its assumptions. This work will allow further thinking about the possibilities of promoting the metacognitive regulation of epistemological obstacles in biology classes.
Review Article
Teaching Evolution as the Unifying Theory of Biology via a University Course: Re-Count of a Praxis
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(4), e2275, https://doi.org/10.21601/ijese/11976
ABSTRACT: The aim of the presentation is to discuss the findings of a series of research projects that we have been carried out with various groups of students in the University of Athens and concern the teaching of biology by means of evolution through natural selection (THES). In the article it is discussed the conclusions after teaching a biology course based on evolution as the unifying theory, while at the same time more general issues are raised: Is it, for example, a realistic goal to teach biology by means of this kind of teaching? Secondly, what is the usefulness of such a perspective. Which was studied by quantitative and qualitative studies on the conceptual ecology (CE) of the evolution of Greek students. The latter showed the value of this kind of approach in the acceptance and understanding of the THES, as part of students’ CI. Thirdly, ccomparative studies with beginners and advanced students in terms of evolution education showed, that, merely teaching evolution within a course, even if the latter is based on the THES, it is not enough to make someone in-depth connoisseur. It seems that to be acquainted with it to more depth the learners need to go through two stages: in the first, they may move from the stage of owing Aristotelian views of the issue, i.e., from typology, to the early “Darwinian” ones. And they need to go through a second one, where via, in-depth educational training, they might move to the next, namely, the population view of thinking.