Describing changes in student thinking about evolution in response to instruction: the case of a group of Chilean ninth-grade students
Author:
Affiliation:
1. Instituto de Biología, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
2. Freie Universität Berlin, Berlin, Germany
Funder
International Cooperation program for attraction of advanced human capital
Comisión Nacional de Investigación Científica y Tecnológica
FONDECYT
Publisher
Informa UK Limited
Subject
General Agricultural and Biological Sciences,Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/00219266.2021.2009006
Reference42 articles.
1. The effects of monological and dialogical argumentation on concept learning in evolutionary theory.
2. Teaching of biological inheritance and evolution of living beings in secondary school
3. Knowledge Building as a Mediator of Conflict in Conceptual Change
4. Misunderstanding Emergent Causal Mechanism in Natural Selection
5. The effect of teaching the nature of science on students’ acceptance and understanding of evolution: myth or reality?
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1. A map of collective pedagogical content knowledge as a basis for studying the development of biology teachers’ personal PCK of evolution;International Journal of Science Education;2024-08-02
2. Developing an Instrument to Assess Pedagogical Content Knowledge for Evolution;Research in Science Education;2022-02-18
3. Inquiry-Based Activities for Teaching about Natural Selection;The American Biology Teacher;2022-02-01
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