Novice and experienced science teachers’ conceptual knowledge of evolutionary theory within the context of micro-and macroevolution
Author:
Affiliation:
1. Department of Teaching and Learning, University of Nevada, Las Vegas, NV, USA
2. Department of Elementary Education, Faculty of Education, Middle East Technical University, Ankara, Turkey
Publisher
Informa UK Limited
Subject
General Agricultural and Biological Sciences,Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/00219266.2019.1667404
Reference60 articles.
1. How do Elementary Teachers Compensate for Incomplete Science Content Knowledge?
2. Change in teachers' knowledge of subject matter: A 17-year longitudinal study
3. Conceptual ecology of evolution acceptance among Greek education students: the contribution of knowledge increase
4. Tekkaya, C., and D. Kılıç. 2012. “Biyoloji Öğretmen Adaylarinin Evrim Öğretimine Ilişkin Pedagojik Alan Bilgileri.” Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 42 (42) : 406-417.
5. Yesilyurt, E. 2014. “Conceptual, Structural and Epistemic Aspects of Science Teachers’ Argumentation Practices in the Context of Evolutionary Theory.” Master’s Thesis, Middle East Technical University.
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1. Influence of self‐assessment and conditional metaconceptual knowledge on students' self‐regulation of intuitive and scientific conceptions of evolution;Journal of Research in Science Teaching;2024-03-28
2. Online Professional Development Course Helps Secondary Educators Increase Their Confidence in Teaching Evolution to Religious Audiences;The American Biology Teacher;2024-02-01
3. “I Think that Teachers Do Not Teach Evolution Because It Is Complicated”: Difficulties in Teaching and Learning Evolution in Israel;International Journal of Science and Mathematics Education;2021-04-29
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