Knowing the Natural World: The Construction of Knowledge about Evolution in and out of the Classroom

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Autor/in	Perkins, Alison Emily Havard
Titel	Knowing the Natural World: The Construction of Knowledge about Evolution in and out of the Classroom
Quelle	(2009), (486 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Montana
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1095-5090-0
Schlagwörter	Hochschulschrift; Dissertation; Evolution; Misconceptions; Learning Processes; Physical Environment; Theories; Creationism; Television; Statistical Analysis; Qualitative Research; Media Literacy; Educational Experiments; Scientific Attitudes; Documentaries; Student Attitudes; Audience Analysis; Controversial Issues (Course Content); Science Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Missverständnis; Learning process; Lernprozess; Natürliche Umwelt; Theory; Theorie; Schöpfungstheologie; Fernsehen; Fernsehtechnik; Statistische Analyse; Qualitative Forschung; Media skills; Medie competence; Medienkompetenz; Schulversuch; Documentary film; Documentary films; Dokumentarfilm; Schülerverhalten; Controversial issues; Kontroverse; Naturwissenschaftliche Bildung
Abstract	Evolution is a central underlying concept to a significant number of discourses in civilized society, but the complexity of understanding basic tenets of this important theory is just now coming to light. Knowledge about evolution is constructed from both formal and "free-choice" opportunities, like television. Nature programs are commonly considered "educational" by definition, but research indicates the narratives often promote creationist ideas about this important process in biology. I explored how nature programs influenced knowledge construction about evolutionary theory using a combination of qualitative and quantitative approaches. Because misconceptions about evolution are common, I examined how students' conceptual ecologies changed in response to information presented in an example of a particularly poor nature film narrative. Students' held a diversity of misconceptions, proximate conceptions, and evolutionary conceptions simultaneously, and many of their responses were direct reflections of the nature program. As a result, I incorporated the same nature program into an experiment designed to examine the effects of narrative and imagery on evolution understanding. After completing an extensive pre-assessment that addressed attitudes and beliefs about science knowledge, students viewed one of four versions of the nature program that varied in the quality of science and imagery presented. The effect of watching different versions was only vaguely apparent in students with a moderate understanding of evolution. The relationship was much more complex among students with a poor understanding of evolution but suggested a negative effect that was more influenced by public discourses about this "controversial" subject than conceptual understanding. The relationships warranted examining learning from the perspective of the consumers of these programs. I surveyed audience beliefs about the educational value of nature programs and found that an overwhelming majority believed the programs were "educational" and designed to teach about nature. The results were particularly alarming because beliefs about the educational value may strongly impact learning outcomes. An informal survey of nature programs aired during a "sweeps" month indicated that poor presentation of science, and specifically evolutionary theory, was indeed the norm. Indeed, nature programs may be contributing to the "deconstruction" of knowledge about evolution both in and out of the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10