Problem Concepts in Evolution Part II: Cause and Chance

Louise S. Mead · Eugenie C. Scott

43 citations0/0 files storedEvolution Education and Outreach

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Evolution and Science Education Science Education and Pedagogy Philosophy and History of Science

Abstract

In a previous article, we suggested that differences in how the general public and scientists use terms such as purpose and design can lead to confusion, particularly around understanding evolution and mechanisms of evolutionary change. Here, we present two additional problem concepts, cause and chance , and discuss how these concepts lead to confusion, suggesting how to address these specific challenges to understanding evolution in light of recent research in cognitive psychology and biological concept inventories.

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2004Science and Engineering Indicators 1991Science and Engineering Indicators—1989 1952National Science Board 2002Development and evaluation of the conceptual inventory of natural selection 2008Changing Minds? Implications of Conceptual Change for Teaching and Learning about Biological Evolution 2008Understanding Randomness and its Impact on Student Learning: Lessons Learned from Building the Biology Concept Inventory (BCI)2003Ernst Mayr's 'ultimate/proximate' distinction reconsidered and reconstructed 1993Proximate and ultimate causations

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2012Biology Undergraduates’ Misconceptions about Genetic Drift 2012Learning the Language of Evolution: Lexical Ambiguity and Word Meaning in Student Explanations 2014The Genetic Drift Inventory: A Tool for Measuring What Advanced Undergraduates Have Mastered about Genetic Drift 2018Teleology as a tacit dimension of teaching and learning evolution: A sociological approach to classroom interaction in science education 2019Applying measurement standards to evolution education assessment instruments

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