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[null,"1.","Record Nr.",null,"UNINA9911020479103321"]
[null,null,"Autore",null,"Fortin Corinne"]
[null,null,"Titolo",null,"The Evolution of Life : Teaching, Learning and Training - New Approaches on Current Research in the Didactics of Evolution"]
[null,null,"Pubbl/distr/stampa",null,"Newark : , : John Wiley & Sons, Incorporated, , 2024"]
[{"$nulls":4},"©2024"]
[null,null,"ISBN",null,"9781394299126"]
[{"$nulls":4},"1394299125"]
[{"$nulls":4},"9781394299102"]
[{"$nulls":4},"1394299109"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (323 pages)"]
[null,null,"Disciplina",null,"576.8071"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,"Nota di contenuto",null,"Cover -- Title Page -- Copyright Page -- Contents -- Introduction -- Part 1. Teaching of Evolution and Beliefs -- Chapter 1. Student Positions in Learning about Evolution in Relation to Religious Beliefs and Scientific Knowledge -- 1.1. Introduction -- 1.2. A look at French school curricula -- 1.3. Tensions between scientific knowledge and religious beliefs in the teaching of evolutionary theory -- 1.4. The compartmentalization of evolutionary knowledge and religious beliefs -- 1.5. A case study carried out in two 10th grade classes -- 1.5.1. Study of students' statements exclusively mobilizing scientific elements -- 1.5.2. Study of students' statements that mainly mobilize elements related to religion -- 1.5.3. Study of students' statements that jointly mobilize scientific and religious elements -- 1.6. Discussion of the students' positions -- 1.7. Conclusion -- 1.8. References -- Chapter 2. Relationships between the Ideas of Randomness and Understanding of the Evolution of Life among French High School Students -- 2.1. Introduction -- 2.2. Multiple meanings of randomness in common thought and epistemological contributions -- 2.3. The UnRESt questionnaire: testing the understanding of randomness and the evolution of life among schoolchildren -- 2.3.1. Development of the UnRESt questionnaire -- 2.3.2. The UnRESt questionnaire -- 2.4. Data analysis methodology -- 2.5. Results and discussion -- 2.5.1. Students' conceptions of randomness -- 2.5.2. Influence of students' "]
[{"$nulls":4},"conceptions of randomness on their understanding of evolution -- 2.5.3. Various conceptions of randomness -- 2.5.4. A lack of relationship between \"contingency\" randomness and the degree of understanding of the evolution of life -- 2.5.5. A relationship between \"probability\" randomness and the degree of understanding of the evolution of life, according to the context of the items."]
[{"$nulls":4},"2.5.6. A relationship between \"destiny\" randomness and the degree of understanding of the evolution of life -- 2.6. Conclusion -- 2.7. Appendix -- 2.8. References -- Chapter 3. The Theory of Evolution: Possible Tensions between Science and Religious Beliefs -- 3.1. Introduction -- 3.2. Theoretically possible positions between science and religious beliefs -- 3.3. Conceptions of the secularization of science among students from 16 countries -- 3.4. Some factors that may influence a secularized view of science and students' conceptions of evolutionary theory -- 3.4.1. Factors likely to influence a secularized conception of science -- 3.4.2. Factors that may influence students' representations (knowledge vs. beliefs) about evolutionary theory -- 3.4.3. The effect of views on the secularization of science on the degree of knowledge and agreement with the theory of evolution -- 3.4.4. Effect of relationship with the Scriptures on the degree of knowledge of and agreement with the Darwinian theory of evolution -- 3.5. Some conclusions and avenues for reflection at the pedagogical and didactic level -- 3.6. References -- Part 2. Teaching Evolution: Educational and Training Issues -- Chapter 4. If Nothing Makes Sense without Evolution, What Sense Can Be Made of the Biology Content of the Official French School Curriculum? -- 4.1. Introduction -- 4.2. The place of evolutionary theory in the teaching of biology -- 4.3. Methodology -- 4.4. Analysis of the entire biology school curriculum -- 4.5. Analysis of evolutionary and genetic themes (class 2) -- 4.5.1. Overall analysis of the evolutionary and genetic themes -- 4.5.2. A look back at the evolutionary themes of the \"history of life\" theme in high school senior year (BO special edition No. 8 of 2019) -- 4.6. Discussion and conclusion -- 4.7. References -- Academic programs."]
[{"$nulls":4},"Chapter 5. What if the Chimpanzee Belonged to the Genus Homo? Circulation of Knowledge and Curricular Re-Problematization -- 5.1. Introduction -- 5.2. Conceptual framework of curricular re-problematization in the didactic approach -- 5.3. The circulation of knowledge relating to the genus Homo -- 5.4. Indicators of the scientific problematization of the genus Homo -- 5.5. Indicators of curricular re-problematizations of the genus Homo -- 5.5.1. Curricula of competitive examinations for the recruitment of teachers -- 5.5.2. School curricula -- 5.6. Circulation of knowledge and re-problematization of the genus Homo -- 5.7. To renew the circulation of knowledge: new ways of thinking about curricular re-problematization -- 5.8. Conclusion -- 5.9. References -- Chapter 6. The Current \"Synthesis versus Extended Theory of Evolution\" Controversy: A Training Opportunity about the Nature of Science -- 6.1. Introduction -- 6.2. Contemporary controversies: between uncertainties and disagreements -- 6.3. Nature of science through contemporary controversies -- 6.3.1. Teachers' visions of science and difficulties in teaching NoS -- 6.3.2. Characterization of NoS for thinking about training content on science -- 6.3.3. Characterization of contemporary scientific controversies -- 6.4. Main epistemological issues of the MEST/EEST controversy -- 6.5. The MEST/EEST controversy: an opportunity for teacher education? -- 6.6. Conclusion -- 6.7. References -- Chapter 7. Historical Controversy over the Ages of the Earth and the Necessity for Deep Time for Darwinian Selection: Its Reception in Teacher Education -- 7.1. Context and issues -- 7.2. The "]
[{"$nulls":4},"historical construction of the problem of the age of the Earth via a founding text by Darwin -- 7.2.1. A problem federated by a scientific community."]
[{"$nulls":4},"7.2.2. A problem co-constructed between facts and explanations in an evolutionary framework -- 7.2.3. A problem trying to be solved by quantitative reasoning -- 7.2.4. A problem, object of controversy between historical science and experimental science -- 7.3. Epistemological insights and the problematization of the age of the Earth -- 7.3.1. Short time versus long time: a major and recurrent obstacle in the history of science -- 7.3.2. From an assertoric knowledge to an apodictic knowledge -- 7.3.3. Learning objectives with an epistemological purpose refocused on the construction of a historical problem -- 7.4. Problem and research questions -- 7.5. Teacher training scenario and data collection -- 7.5.1. First training period: emergence and collection of initial representations on the age of the Earth -- 7.5.2. Second training period: plurality of methods on the ages of the Earth during three centuries -- 7.5.3. Third training period: study of a historical source and collection of teachers' productions -- 7.6. Results -- 7.6.1. The same heterogeneity in the spontaneous responses of the trainees and the misconceptions of the pupils in 9th grade -- 7.6.2. Personal conceptions in the epistemology of science out of step with the activity of a scientist -- 7.7. Conclusion and outlook -- 7.8. References -- 7.8.1. Contemporary references -- 7.8.2. Historical sources -- Chapter 8. The \"Conceptual Landscape\" of Evolution: A Possible Instrument for Training of Earth and Life Sciences Teachers -- 8.1. Introduction -- 8.2. Evolution: greater visibility of epistemological diversity -- 8.2.1. A proposal that persists, gradualism that fades -- 8.2.2. Epistemological openness and the diversity of evolutionary problems -- 8.3. Construction of conceptual landscapes -- 8.3.1. The association network -- 8.3.2. Data collection and processing."]
[{"$nulls":4},"8.3.3. Conceptual landscape analysis grid -- 8.4. Results -- 8.4.1. Association networks and conceptual networks -- 8.4.2. The conceptual landscape of researchers -- 8.4.3. The conceptual landscape of ELS teachers -- 8.4.4. The conceptual landscape of students in the high school senior class -- 8.5. Discussion -- 8.5.1. Conceptual landscapes: the dominant place of selection and Darwin: the imprint of STE? -- 8.5.2. Researchers on the side of \"processes\" and causes, teachers on the side of \"patterns\" and effects -- 8.5.3. A fragmented conceptual network among teachers, more homogeneous among researchers -- 8.6. Conclusion -- 8.7. References -- Part 3. Teaching Evolution: Conceptions and Obstacles -- Chapter 9. Building a Reasoned History of the Living World at School: Under What Conditions? -- 9.1. Introduction -- 9.2. The history of the living at the heart of societal concerns -- 9.3. Problematizing to think about a reasoned history of the living -- 9.4. Safeguards and specificity of reasoning in historical problematization -- 9.5. Reconstruction of biological crises -- 9.6. The reconstruction of the origin of life -- 9.7. Conclusion and didactic perspectives -- 9.7.1. To free oneself from explanations in short stories (storytelling) -- 9.7.2. Mobilizing safeguards to avoid first-level catastrophism -- 9.7.3. Thinking about the contingency that makes an event by coupling the \"rewinding/unwinding\" of history -- 9.8. References -- Chapter 10. The Concept of Species in Thinking about Evolution and the Scientific Classification of Living Things: Comparative Approach at Different School Levels -- 10.1. Introduction -- 10.2. Species as an obstacle to the teaching of biology -- 10.2.1. Epistemological approach -- 10.2.2. The concept of species: an objective-obstacle? -- 10.3. Theoretical and "]
[{"$nulls":4},"methodological framework."]
[{"$nulls":4},"10.3.1. Modeling teaching and learning situations in terms of structuring contexts."]
[null,null,null,"Sommario/riassunto","The aim of this collective work is to give an account of the topicality and dynamics of new research in the didactics of evolution, by articulating francophone and international work.   The various contributions pursue a reflection on the challenges of teaching and learning about evolution, based on historical, epistemological and societal approaches. The themes addressed illustrate the vitality and diversity of research issues in educational sciences, from primary school to university.   Structured around different theoretical fields (problematization, didactics of the curriculum, nature of science, etc.), this book explores the content, teaching and learning processes and approaches, teaching practices, as well as pre-service and in-service teacher training, with a view to both intelligibility and feasibility."]