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The Evolution of Life : Teaching, Learning and Training - New Approaches on Current Research in the Didactics of Evolution
The Evolution of Life : Teaching, Learning and Training - New Approaches on Current Research in the Didactics of Evolution
Autore Fortin Corinne
Edizione [1st ed.]
Pubbl/distr/stampa Newark : , : John Wiley & Sons, Incorporated, , 2024
Descrizione fisica 1 online resource (323 pages)
Disciplina 576.8071
Altri autori (Persone) GobertJulie
ISBN 9781394299126
1394299125
9781394299102
1394299109
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto 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' 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.
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.
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 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.
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.
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 methodological framework.
10.3.1. Modeling teaching and learning situations in terms of structuring contexts.
Record Nr. UNINA-9911020479103321
Fortin Corinne  
Newark : , : John Wiley & Sons, Incorporated, , 2024
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Recherches en Didactique de L'évolution : Enseignement, Apprentissage et Formation
Recherches en Didactique de L'évolution : Enseignement, Apprentissage et Formation
Autore Fortin Corinne
Edizione [1st ed.]
Pubbl/distr/stampa London : , : ISTE Editions Ltd., , 2023
Descrizione fisica 1 online resource (338 pages)
Altri autori (Persone) JulieGobert
Collana Sciences Series
ISBN 1-78949-107-X
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione fre
Nota di contenuto Front Cover Page -- Table des matières -- Introduction -- PARTIE 1 : Enseignement de l'évolution et croyances -- Introduction de la partie 1 -- Chapitre 1 : Positionnement des élèves sur l'évolution en lien avec les croyances religieuses et les savoirs scientifiques -- Chapitre 2 : Relations entre idées de hasard et compréhension de l'évolution chez des collégiens français -- Chapitre 3 : La théorie de l'évolution : tensions possibles entre science et croyance religieuse -- PARTIE 2 : Enseignement de l'évolution, enjeux éducatifs et de formation -- Introduction de la partie 2 -- Chapitre 4 : Place de la théorie évolutive dans les programmes de biologie français -- Chapitre 5 : Reproblématisations curriculaires du genre Homo : quels enjeux didactiques ? -- Chapitre 6 : La théorie évolutionniste extensive : controverses et nature des sciences (NOS) -- Chapitre 7 : Controverse historique sur les âges de la Terre : réceptionen formation des enseignants d'un texte de Darwin -- Chapitre 8 : « Paysage conceptuel »de l'évolution : un outil possible pour la formation -- PARTIE 3 : Enseignement de l'évolution, conceptions et obstacles -- Introduction de la partie 3 -- Chapitre 9 : Construire une histoire raisonnée des vivants à l'École : à quelles conditions ? -- Chapitre 10 : Le concept d'espècepour penser l'évolution et la classification du vivant -- Chapitre 11 : Construction du concept de la sélection naturelle par des élèves de sixième primaire -- Chapitre 12 : Obstacles à l'enseignement de la pensée populationnelle probabiliste en évolution -- Conclusion -- Liste des auteurs -- Index -- Back Cover Page.
Record Nr. UNINA-9910915787403321
Fortin Corinne  
London : , : ISTE Editions Ltd., , 2023
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui