The Epistemic and Pedagogical Dimensions of Evolutionary Thinking in Educational Resources for Zoology Designed for Preservice Teacher Education

Autor/inn/en	de Moura Silva, Gabriel; Lahr, Daniel J. G.; Silva, Rosana Louro Ferreira
Titel	The Epistemic and Pedagogical Dimensions of Evolutionary Thinking in Educational Resources for Zoology Designed for Preservice Teacher Education
Quelle	In: Journal of Biological Education, 57 (2023) 1, S.115-128 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de Moura Silva, Gabriel) ORCID (Lahr, Daniel J. G.) ORCID (Silva, Rosana Louro Ferreira)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2021.1877781
Schlagwörter	Zoology; Preservice Teachers; Teacher Education Programs; Evolution; Classification; Educational Resources; Undergraduate Students; Teaching Methods; Animals; Science Instruction; Epistemology; Thinking Skills; Decision Making; Genetics; Scientific Principles; Biodiversity; Conservation (Concept); Inferences; Elementary School Teachers; High School Teachers; Biology; Science Teachers; Educational Games; Foreign Countries; Brazil + Suchen Sie Ihr Suchwort? Zoologie; Classification system; Klassifikation; Klassifikationssystem; Bildungsmittel; Teaching method; Lehrmethode; Unterrichtsmethode; Animal; Tier; Tiere; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Erkenntnistheorie; Denkfähigkeit; Decision-making; Entscheidungsfindung; Humangenetik; Biodiversität; Konservierung; Inference; Inferenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Biologie; Science; Science teacher; Wissenschaft; Educational game; Lernspiel; Ausland; Brasilien
Abstract	In this article, we present how educational resources for zoology designed by undergraduate students help to propose means of action for teaching diversity and animal evolution in basic education. We realised that activities of creation and analysis of educational resources, in the context of didactic planning, have the potential to approximate epistemic and pedagogical dimensions of evolutionary thinking. These dimensions are relevant to the design of teaching-learning sequences, since they allow pre-teachers to cross the subject-object border and to appropriate cultural tools necessary for their professional activity. We argue about the development of evolutionary thinking, meaning, among other things, tree-thinking as a mediating tool in socio-scientific decision-making and the teaching-learning problems of the coexistence of antagonistic paradigms in biological classification. Our results emphasise that phylogeny is a structuring subject in teaching and preservice teacher education, mediating the debate on the nature of science, such as evolutionary inference, hypothesis elaboration, transience in science, and the social role of science for the conservation of biodiversity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01