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The Present Status of Evolution Education
16 references·2 citing·37 second hop
The Present Status of Evolution Education (2019)The Present Status of Evolution EducationNext Generation Science Standards: For States, By States (2013)Next Generation Science Stand…Understanding Natural Selection: Essential Concepts and Common Misconceptions (2009)Understanding Natural Selecti…Biology Majors' Knowledge and Misconceptions of Natural Selection (2007)Biology Majors' Knowledge and…Public Acceptance of Evolution (2006)Public Acceptance of EvolutionOvercoming Barriers to Student Understanding (2006)Overcoming Barriers to Studen…Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning (2005)Threshold concepts and troubl…The Tree-Thinking Challenge (2005)The Tree-Thinking ChallengeQualitative differences between naïve and scientific theories of evolution (2005)Qualitative differences betwe…Psychological essentialism in children (2004)Psychological essentialism in…PERSPECTIVE: TEACHING EVOLUTION IN HIGHER EDUCATION (2002)PERSPECTIVE: TEACHING EVOLUTI…Development and evaluation of the conceptual inventory of natural selection (2002)Development and evaluation of…Student conceptions of natural selection and its role in evolution (1990)Student conceptions of natura…Misconceptions about the concept of natural selection by medical biology students (1984)Misconceptions about the conc…The growth of biological thought. Diversity, evolution, and inheritance (1983)The growth of biological thou…The Growth of Biological Thought: Diversity, Evolution, and Inheritance (1982)The Growth of Biological Thou…Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Accommodation of a scientific…What can student-generated animations tell us about students’ conceptions of evolution? (2021)What can student-generated an…“I Think that Teachers Do Not Teach Evolution Because It Is Complicated”: Difficulties in Teaching and Learning Evolution in Israel (2021)“I Think that Teachers Do Not…THE STRUCTURE OF SCIENTIFIC REVOLUTIONS (1963)The Structure of Scientific Revolutions (1963)Falsification and the Methodology of Scientific Research Programmes (1970)Constructing Scientific Knowledge in the Classroom (1994)In search of the essence of a good teacher: towards a more holistic approach in teacher education (2004)Teacher pedagogical beliefs: The final frontier in our quest for technology integration? (2005)A Feeling for the Organism: The Life and Work of Barbara McClintock (1985)Growth of biological thought (1994)The influence of history of science courses on students' views of nature of science (2000)Explanation‐driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry (2004)D arwin's D angerous I dea (1995)Darwin's dangerous idea (1996)Active Learning Not Associated with Student Learning in a Random Sample of College Biology Courses (2011)Young Children Can Be Taught Basic Natural Selection Using a Picture-Storybook Intervention (2014)The Rites Of Passage (1961)The Ritual Process. Structure and Anti-Structure (1971)The Ritual Process: Structure and Anti-Structure (1976)Overcoming Barriers to Student Understanding: Threshold Concepts and Troublesome Knowledge (2006)Feedback: focusing attention on engagement (2011)A Rationale and Test for the Number of Factors in Factor Analysis (1965)Nothing in Biology Makes Sense except in the Light of Evolution (1973)National Science Education Standards (1995)Science Motivation Questionnaire: Construct validation with nonscience majors (2008)Developing a Test of Scientific Literacy Skills (TOSLS): Measuring Undergraduates’ Evaluation of Scientific Information and Arguments (2012)Promoting Student Metacognition (2012)Actionable Knowledge for Environmental Decision Making: Broadening the Usability of Climate Science (2013)Individuals with greater science literacy and education have more polarized beliefs on controversial science topics (2017)Psychological Needs and the Facilitation of Integrative Processes (1995)On Energy, Personality, and Health: Subjective Vitality as a Dynamic Reflection of Well‐Being (1997)The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)STEM integration in K-12 education : status, prospects, and an agenda for research (2014)A conceptual framework for integrated STEM education (2016)STEM education K-12: perspectives on integration (2016)Epidemiology and the web of causation: Has anyone seen the spider? (1994)An introduction to threshold concepts (2006)Learning Conceptual Knowledge in the Engineering Sciences: Overview and Future Research Directions (2008)Student-faculty partnership in explorations of pedagogical practice: a threshold concept in academic development (2013)
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References

  • 2013Next Generation Science Standards: For States, By States6,708 cited
  • 1982Accommodation of a scientific conception: Toward a theory of conceptual change5,116 cited
  • 1983The growth of biological thought. Diversity, evolution, and inheritance2,490 cited
  • 1982The Growth of Biological Thought: Diversity, Evolution, and Inheritance2,296 cited
  • 2005Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning1,541 cited
  • 2006Public Acceptance of Evolution818 cited
  • 1990Student conceptions of natural selection and its role in evolution799 cited
  • 2002Development and evaluation of the conceptual inventory of natural selection575 cited
  • 2009Understanding Natural Selection: Essential Concepts and Common Misconceptions565 cited
  • 2006Overcoming Barriers to Student Understanding559 cited
  • 2004Psychological essentialism in children488 cited
  • 2007Biology Majors' Knowledge and Misconceptions of Natural Selection409 cited
  • 2002PERSPECTIVE: TEACHING EVOLUTION IN HIGHER EDUCATION393 cited
  • 2005Qualitative differences between naïve and scientific theories of evolution363 cited
  • 2005The Tree-Thinking Challenge

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361 cited
  • 1984Misconceptions about the concept of natural selection by medical biology students328 cited
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    • 2021“I Think that Teachers Do Not Teach Evolution Because It Is Complicated”: Difficulties in Teaching and Learning Evolution in Israel21 cited
    • 2021What can student-generated animations tell us about students’ conceptions of evolution?8 cited