Biology Teachers' Conceptions of the Diversity of Life and the Historical Development of Evolutionary Concepts

Autor/inn/en	da Silva, Paloma Rodrigues; de Andrade, Mariana A. Bologna Soares; de Andrade Caldeira, Ana Maria
Titel	Biology Teachers' Conceptions of the Diversity of Life and the Historical Development of Evolutionary Concepts
Quelle	In: Journal of Biological Education, 49 (2015) 1, S.3-21 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2014.882377
Schlagwörter	Biology; Science Instruction; Beliefs; High Schools; Secondary School Teachers; Scientific Concepts; Evolution; Interviews; Coding; Comprehension; Secondary School Science; Questionnaires; Creationism; History; Foreign Countries; Brazil + Suchen Sie Ihr Suchwort? Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Belief; Glaube; High school; Oberschule; Interviewing; Interviewtechnik; Codierung; Programmierung; Verstehen; Verständnis; Fragebogen; Schöpfungstheologie; Geschichte; Geschichtsdarstellung; Ausland; Brasilien
Abstract	Biology is a science that involves study of the diversity of living organisms. This diversity has always generated questions and has motivated cultures to seek plausible explanations for the differences and similarities between types of organisms. In biology teaching, these issues are addressed by adopting an evolutionary approach. The aim of this study was to compare the extent to which the beliefs of 20 public high school biology teachers in the Bauru region of São Paulo in Brazil exemplified the most significant historical concepts regarding evolution. Data from open-ended interviews with teachers were analysed and coded. The analysis of the interviews revealed how participating biology teachers understood and explained biological evolution. The assessment of teachers' conceptions about evolution indicated that many responses expressed current scientifically accepted concepts, such as transformism, natural selection, gradualism and common descent. However, some teachers also provided responses that combined scientific concepts with non-scientific notions, such as finalism, verticality and adaptation to the environment. Therefore, it is necessary to thoroughly investigate biology teachers' understanding of evolutionary processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01